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1
Your Developing Baby
The first trimester (the first 14 weeks) is a time of fast growth and development. It's also a time when your baby is most at risk from hazards such as smoking, alcohol, drugs, infection and X-rays. By the end of the first trimester, your baby will be the size of a lemon!
Your baby's brain really begins to develop during the second trimester (15 to 27 weeks), and will continue to do so until she's in her twenties. By the end of the second trimester, your baby will be the size of a sweet potato!
In the third trimester (28 weeks to birth), your baby is preparing to be born. Most can safely arrive after 36 weeks. At that point, your baby will be the size of a honeydew melon!
A baby born before 37 weeks is preterm. A baby born between 37 and 39 weeks is early term.
A baby born between 39 and 41 weeks is full term.
A baby born between 41 and 42 weeks is late term.
A baby born at 42 weeks or later is post term.
First Trimester: 0 to 14 weeks
1 day – sperm and egg meet
7-10 days – fertilized egg attaches to uterus; placenta begins to form
2 weeks – embryo forms on uterus wall; menstrual periods stop
4 weeks – eyes, ears, nose, spine, digestive tract and nervous system start to form; tube (future heart) starts beating
8 weeks – embryo becomes a fetus and has all organs; bones form
12 weeks – tooth buds, fingernails and genitals form; fetus can move but can't be felt; heartbeat may be heard by doctor
Second Trimester: 15 to 27 weeks
Third Trimester: 28 weeks to birth
16 weeks – baby can hear your voice; you may feel her move
17 weeks – immune system starts to develop as baby begins to store your antibodies
20 weeks – downy hair covers body; eyebrows and lashes grow; first poop ("meconium") appears in intestines
24 weeks – breathing begins
26 weeks – baby's outline may be felt through your stomach
28 weeks – baby can store nutrients and hear and respond to sounds
32 weeks – fat forms; sense of taste develops; eyes react to light
36 weeks – body is plumper; skin is smooth and covered with pale, cheesy substance
40 weeks/full term – boys' testicles are in scrotum; girls' external genitals are formed
40-42 weeks/late term – soft spots ("fontanels") on head get smaller; fat layer shrinks; skin is drier and looser
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Lecture_10
Functions of Marketing
Marketing is the process that comprises of all the activities involved from the concept of the product all the way till it reaches the final consumer. So there are a lot of activities in this process, which we call the functions of marketing. Let us take a look.
1] Identify Consumer Needs
One of the first steps the company needs to take is to identify the needs and wants of the consumers in the market. To do so they must gather information and analyse this information. Once you understand your customer thoroughly you can base your product design on this information.
2] Planning
The next logical step would be to make a marketing plan. Firstly you must be very clear about the objectives of the company and what it wishes to achieve. Then you figure out a timeline to achieve these objectives. And finally, you plan the marketing strategy of your company accordingly.
3] Product Development
As per your consumer research, we then develop the product that suits the needs of the consumer. The design of the product is also an important factor in many products. Like for example when buying a car, the design will play a huge factor. There are other factors to be considered like cost, durability etc
4] Standardization and Grading
Standardization means ensuring uniformity in the product. All customers must get the same product of the same design and quality. And these standards need to be maintained throughout.
Grading is the process of classification of products according to similar characteristics and/or quality. If the product does not have any predetermined quality or other specifications like say agricultural products. Grading will ensure the consumer knows your goods are of the highest quality.
5] Packing and Labeling
The package and the label are the first impressions your product makes on the consumer so they are of essential importance. They are not only to protect and identify the goods but are great marketing tools. There is proof that an attractive package and label can go a long way in making a product a success.
6] Branding
One important decision the company has to make is whether they want the product to have an individual identity in the market or they want it to be recognized by the brand name.
7] Setting up Customer Support Services
Depending on your product there may be a variety of customer services that the company has to set up. Pre-sales service, consumer helpline, maintenance services, technical support are just some of the services that your product may require. These are important functions of marketing.
8] Pricing
This may be one of the most important functions of marketing. The price of a product will largely determine its success or failure. Factors like demand, market conditions, competition prices etc will be considered to come up with the correct pricing strategy.
One other thing the company must remember that prices of the products should not be changed too frequently. This leads to confusion in the market.
9] Promotion
This is where you inform the customers of your product and persuade them to buy it. There are four major promotion methods – advertising, personal selling, sales promotion and publicity. The company must decide on its best promotion mix, a combination involving all or some of these four methods.
10] Distribution
Here the company must ensure the correct distribution channel for its product. It will depend on a variety of factors such as the concentration of the market, shelf life of the product, company's capital requirements etc. Inventory management is another important factor the company must look into.
11] Transportation
The physical movement of the goods from its place of production to its place of consumption is transportation. It is a very important function of marketing. The company must analyses the geographical boundaries of its market. This will help them choose the correct modes of transportation.
And in the global economy where we live in, there are almost no barriers to international trade. So if a company wishes to go global transportation will be a key factor in their marketing mix.
12] Warehousing
As we have seen there is always a lag time between the production and the consumption of most goods. Sometimes the products are seasonal or the supply is irregular or there are production difficulties. But companies like to maintain a smooth flow of goods. So storage and warehousing of goods are necessary. | 1,731 | 848 | {
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Dear Parents and Carers,
I would like to take this opportunity to say a big welcome to Year 5. It is lovely to see everyone safe and well back in school. I hope you had an enjoyable summer and your child is well rested and ready to face the new challenges ahead. Miss Griffiths and I are really looking forward to working with your children and getting to know them throughout the year. This newsletter is intended to give you an overview of the curriculum your child will be following over the next term as well as some useful information to help you and your child have a successful term. If you have any questions or concerns, please do not hesitate to contact me via the school office.
This term's topics:
Literacy: The children will cover a range of genres this term which will include persuasive language, information texts and poetry.
Diary Dates
Numeracy: Some of the areas covered will be: place value, mental addition and subtraction, factors of numbers and prime numbers, using multiplication and division facts, angles, length, perimeter, area and bar charts.
Science: 'Earth, Sun and Moon' and Plants.
History: An exciting local study named Hidden Heritage Geography: Researching amenities in the local area
PSHCE: We will be focusing on mental health and wellbeing.
Creative Curriculum: Out of this World
This term our Creative Curriculum is going to be all about space. The children will be inspired to investigate and explore Moon landings to Moon buggies. The 'Out of this World' topic will also incorporate Art and DT in a meaningful and creative way.
As a reminder, and as per school policy, please could pupils with long hair arrive to school with their hair tied up. This is due to health and safety.
P.E. takes place on Monday and Tuesday mornings. Children must come to school on Mondays dressed in a suitable P.E kit (including trainers). On Tuesday, they will arrive to school in school uniform and then change prior to the lesson. Earrings must be removed for both sessions.
Reading: Autumn Term
We will be playing football on a Monday, developing our passing and receiving, positioning, shooting and team work skills.
On Tuesday, pupils will be enjoying dancing, where a coach will be leading them through exciting moves and sequences.
Numeracy: Autumn Term
Pupils will now be familiar with our 'Reading Plus' scheme. Children are encouraged to log on at home to read at least 5 texts per week, however we encourage them to read as often as possible.
The children do not have individual targets, however we do encourage children to develop their efficient recall of multiplication and related division facts. Logins are available for TTRockstars, which they can also use at home.
Reading: - We ask that a small book bag be brought into school every Friday. Reading books will be sent home on a Friday and returned on a Friday where possible. Key Stage 2 children should read at least five times a week for at least 15 minutes each time. This term in our reading we are exploring how authors use figurative language to convey meaning and looking at the ways writers set out to persuade their readers.
Homework: - In addition, the children will receive weekly spellings and numeracy/ Literacy homework (linked to work completed in the classroom). These will be given out on a Friday. Spellings will be tested on the following Friday when the homework is also due in.
Drinking Water in School:
Earring Policy
It is more vital than ever that we are drinking regularly throughout the day, therefore can you please make sure your child is bringing a water bottle with them every day. As you know current research has shown that children perform better in school if they drink between 6-8 glasses of water a day. Plain water is best however we understand that some children will not drink plain water so we are happy for them to bring weak juice. We must ask that children do not bring fizzy water.
Children are allowed to wear small stud pierced earrings except for the days when they have PE or swimming.
On PE or swimming days earrings must not be worn for school and they should be removed by the parent or child at home. Covering earrings with tape will no longer be permitted as it does not ensure safe participation in sports activities.
School staff are prohibited from removing or replacing earrings & the school will accept no responsibility for accidents caused by the wearing of any jewellery. | 1,717 | 899 | {
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www.horshamposters.com
Explore the Archive Letters and Postcards
During the First World War many families were separated for a very long time, even years. As the war went on those who did return were often badly injured. It was very hard for families. To make sure their loved ones knew they were thinking of them postcards, letters and parcels were regularly sent to the Front.
When the soldiers sent letters home it is clear that these parcels and letters were really important to them. Many of their replies were printed in the local paper. Like the letter over the page from a soldier to a pupil at East Parade school.
The boys at East Parade had collected and sent Christmas Puddings out to the men. This was just one of many activities children took part in during the war.
All over the country the Scouts and Girl Guides carried messages for the War Office and learnt semaphore. Scouts guarded important place like the railways and kept watch for Zeppelins. The Girl Guides helped deliver milk, parcel up clothing for soldiers and learnt first aid. If you weren't a member of a group you could still help.
A zeppelin photographed above Horsham Railway Station © Horsham District Council's Horsham Museum and Art Gallery
Many children knitted scarves and gloves to send to soldiers. Others helped out on farms. In Horsham some were even given time off school to go blackberry picking. The berries went to Richardson's Jam factory on East Street.
Children also helped by selling flags and badges on Flag Days. These were charity events held to raise money. In Horsham there were many flag days and other events. These included concerts to raise money for the families of wounded soldiers and sailors. Many were advertised by posters.
Other places for pupils to check for information:
Knight, J. 2011 Horsham's History, 1914-1918 Volume 4, Horsham District Council Knight, J. and Mitchell, J. 2014 Horsham on the Front Line 1914-1918, Horsham Museum Society
The Great War 1914-1918 on the West Sussex County Council's Library Service Online Learning Resources.
www.horshamposters.com
Years 5-6
West Sussex County Times printed this letter from P.F. Schoneld ERA of HMS Maidstone. He had sent it to Thomas Baker a student at East Parade School. Below are snippets from the letter.
1 st January 1916
Thanks for Christmas Puddings
"Dear Laddie,
It is very kind and thoughtful of you all to go to so much trouble on our behalf, giving up for our sakes so much of your playtime as you must be doing [ ... ] You will be interested to hear that four of the puddings which the boys in your school sent came into this Mess (that is what we call the room we live and have our meals in) and I can assure you they were very much appreciated and many a thought went out to the laddies in your school for their kind unselfishness in providing us with Xmas fare which we should not have otherwise have had. We are always grateful too for the fresh fruit and vegetables which are sent. [ … ] I hope, sonny, that father and uncles will all come safely through hand soon be home again in dear old England. Thanking you once again on behalf of my messmates and myself for your kindness."
© West Sussex County Council Library Service and Record Office
Letter to the Front
Imagine you are writing a letter to your father/ brother/ cousin or friend on the Front Line. You want them to know what you have been doing to help out.
Explore the Horsham Posters archive for inspiration. Go to the website www.horshamposters.com and read about some of the events that happened in war time Horsham. (Use Select posters to find the World War One Subject. You can then use the secondary subjects 'Events' to narrow your search). Posters such as the Grand Fete and Bazaar poster also have additional documents in the 'more information' link which will help you. For more hints on using the website check out the 'Top tips for Searching the Archive'.
Write your letter covering three key things:
1. What you are doing to help out at home, (what do you think would reassure the soldiers?)
2. Describe an event you attended, (think about not just what happens but what it sounded like, smelt like, felt like.)
3. Message of support (what would you say to your father/brother who is far away and maybe in danger?) | 1,671 | 959 | {
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Parables: Jesus the Storyteller
Lesson 16 - Jesus' Code Language
Warm up –
1. Did you have any special codes for communicating with your friends when you were a kid?
2. Remember trying to grow seeds in little paper cups on the window ledge in kindergarten? How well did the plant turn out?
3. Jesus offers "abundant life" to everyone. How do you suppose he reacts when people reject it? How would you react if you gave someone you love a gift and he or she said, "No thanks'?
Lesson -
Did you and your friends ever make up a secret language? You know, when "dilfulgunk" meant, "Meet me behind Miss Rauzer's classroom at break, and "bumbloat" meant, "You owe me your best snack." Or maybe you can remember sending in your Choco-Blast cereal box tops for a free secret decoder ring. The idea of communicating in a private language no one else can understand is mighty appealing.
Jesus didn't use any mumbo-jumbo secret language, though. He was a great storyteller. It wasn't for nothing that crowds followed him around. In fact, sometimes all those people hanging on every word got to be too much for him, and he'd ask his disciples to row him off in a boat. But it's true that few people in his audience seemed to fully understand the stories Jesus was telling.
Jesus often told stories called parables to teach people. They were about everyday situations and folks his audience could relate to - stories about farmers, fishermen, land owners, and Samaritans. You may have heard parables described as "earthly stories with a heavenly meaning," but that's not quite right. The stories Jesus told had an earthly meaning. They were meant to teach people about the kingdom of God, which is right here already in this world.
But sometimes Jesus directed his teaching only toward those who truly believed in him. Jesus knew that unless people had faith, his parables about the kingdom of God wouldn't make any sense. In his first parable - the Parable of the Sower - Jesus compares the good news about the kingdom of God to seeds that are scattered on different kinds of ground. He looks at how people respond to that good news.
For the next few sessions, we'll look at some of the parables Jesus told (there were twenty-seven altogether) and what they have to tell us about the kingdom of God.
Read Matthew 13: 1-13
1. As you read this, look for different kinds of "soil" in which the farmer sows the seed. Describe each type of ground as you come across it.
2. Who is responsible for planting the seed? Who is responsible for making the plants grow?
3. Who is Jesus' audience? Do they understand the parable? Do the disciples understand it?
4. Why are some people given the gift of insight into God's kingdom while others are not? What responsibility do we have toward those who do not have faith?
5. How well does the seed of the gospel flourish in your life? Are you more like the road? The gravel? The weeds? The good earth?
6. Share with the group what it means to you that the kingdom of God is here right now. What difference does it make in the way you choose to live each day?
7. Why do you suppose some people don't want to talk about Jesus? What can we do for these people?
8. What is the basic point of this parable?
9. Describe some evidence of the harvest that comes when the seed of the gospel grows in good soil in your own life and in your community. | 1,251 | 785 | {
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Powered by TCPDF (www.tcpdf.org)
Age Of Responsibility And Maturity
The phrase "responsibility for one's life" is often closely associated with the term "adult". Depending on who you ask, the term adult may have quite a several definitions. In biology, an adult is basically a being that is fully grown or developed and which has reached sexual maturity. In the real world, however, the term adult is defined from a social and legal point; which is someone who has attained the age of majority – usually 18 but may vary depending on country. Adults are thus regarded by the law as independent, self-reliant, and someone who should be responsible.
People are always developing and changing throughout their life cycle and these changes come with different responsivities. Typically, a human life cycle consists of childhood, adolescence, and adulthood. But legally, people are classified as either children or adults. A child is a minor or someone below the age of majority. In the modern era, children are raised by parents or guardians, and these individuals are usually held responsible for the welfare and actions of these children. This move helps to ensure the children have basic requirements such as food, shelter, clothing, and even education, and a lack thereof might result in the parent or guardian facing dire legal consequences.
Children have always been deemed as blameless for crimes since they are classified as unable to make serious decisions. Consequently, they must be under the care of a responsible adult up until they attain the age of majority. However, this hasn't always been the case. In the early days, children as young as seven were deemed responsible for their actions and could therefore face criminal charges. This notion was as preposterous as it was outdated since a seven-year-old child can't even be entrusted to provide for himself. To date, countries like the U.S and Canada hold children older than twelve responsible for their actions. eduzaurus.com
Upon reaching the age of consent, a person is considered responsible for their society-bound actions such as voting, marriage, employment, paying of taxes, etc. This is because an adult is considered as someone who can think and make decisions for themselves without being influenced by anyone. A normal human adult is the kind of creature that can be held responsible for its actions due to the metaphysical and psychological attributes of conventional adults, such as free will. This free will is what makes them be held responsible for their actions as they also ought to know that choices have consequences. As a result, the society hopes that adults can act based on reason.
Conclusion
In conclusion, taking responsibility for one's life requires maturity. Maturity dictates that one knows when, where, and how to act, according to the situation that one is in. You could never put an exact age on maturity because humans, as diverse as they are, also mature at different rates. You could find a thirteen-year-old that acts and behaves like an adult, yet there could be another twenty-three-year-old that acts as a complete child. Nonetheless, due to legal requirements and the need to maintain order, the age of eighteen has been widely adopted as the legal age of consent.
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Carline Thistle
People & the Dunes
Sand Dunes are very special habitats and are home to many species of plants and animals. There have been sand dunes along this stretch of coastline for about 5000 years. Over the years people have used the dunes as a place to live, graze animals, harvest food and enjoy themselves. Now the dunes are mainly used for leisure activities, but people can cause damage to these fragile habitats. Walking on the marram grass can kill it and dogs can disturb the ground nesting skylarks, so it is important to stick to the paths and keep dogs under control.
Gwithian Beach
The Sands of Time
The sand dunes between Hayle and Godrevy are the second largest in Cornwall. These dunes were formed over 5000 years ago and people have had a close relationship with them ever since. Archaeological finds in the sand include the ancient St Gothian's Chapel which has been buried 3 times under the sand.
As with much of Cornwall, the Towans are dotted with deep depressions where mine shafts were dug in search of metal ores.
When you explore Upton Towans, locally known as Dynamite Towans, keep an eye out for remains of the National Explosives Company, which used the area to produce dynamite in the early 1900's. Ruined buildings, old tramways and a large brick chimney remain scattered amongst the dunes. Some of the dunes are square, made to store the dynamite.
Getting Involved
The diversity of plants and animals found on the Towans has led to them being designated as a Site of Special Scientific Interest (SSSI) which means they are protected by law. By following the simple code of conduct you too can help protect the dunes.
Walk, don't ride - no vehicles, bicycles or horses
Take you litter home - no fires or overnight camping
In restored areas, please use the paths
Be a responsible dog owner - dog fouling is killing rare plants. Clear up after your dog
Conservation days, guided walks and children's activity days are held throughout the year. You can take part in the many events and activities taking place on the Towans by contacting Cornwall County Council on 01872 222000 or have a look at what is happening in the area by looking at the Cornwall County Council website's environment pages www.cornwall. gov.uk.
Photo credits - RSPB Images, Sally Foster, Chris Haes, Philippa Hoskin, J.B & S Bottomley.
Cover: Godrevy Head
Designed & produced by Cornwall County Council Planning, Transportation and Estates Technical Services E01303 0306
Wealth of Wildlife
Nowadays you can enjoy the Towans as peaceful and haven for wildlife and a beautiful area to explore.
National Explosives Factory 1919
Vipers Bugloss
The Towans are important for wildlife - one fifth of the plants that can be found in Cornwall live here, as well as a multitude of insects, beautiful butterfies and birds.
Deep-rooting marram grass traps the windblown seashell sand, rich in calcium. Plants colonise the sand to create dune grassland, kept short by vital rabbit grazing. The grazing also helps to control brambles and other scrubby plants.
Local Nature Reserves
The Towans are so important to both wildlife and people that some areas have been made Local Nature Reserves. Gwithian and Upton Towans, St Gothian Sands and Gwithian Green are all designated Local Nature Reserves, providing areas for everyone to enjoy and learn about the plants and animals of the sand dunes.
Silverstudded Blue
Schools regularly visit the dunes to study the ecology, and guided walks are held regularly for anyone who wants to find out more about the Towans. Look out for details of walks around the Towans and in Hayle and Gwithian village.
In late spring, pyramidal orchids and cowslips fill the dunes with colour, attracting insects such as the six-spot burnet moth, spurge bugs and the rare silver-studded blue butterfly.
If you are lucky, glow worms will light your way on warm summer evenings as the skylarks finish their daily singing and sand martins retreat to their cliff nest holes.
Six Spot Burnet Moth on Ragwort
Pyramidal
Orchid
Birdsfoot Trefoil - St Gothian Sands Local Nature Reserve | 1,704 | 925 | {
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Short Talk (SHT086)
Choose for Eternity
© Jane Hulme 2018
SHORT TALK: "Choose for Eternity"
Aim of Short talk:
To teach that we have a choice how we "spend" the life that God has given us; we can spend it on the world or on following Jesus.
Use of Short talk:
This is a short All Age talk picking out one issue from the Lectionary Gospel reading of the Sunday main service. The talk stands alone and assumes that the Gospel Bible reading may not yet have been read to the congregation. It could be used for example, for the whole congregation before the children go out to their age specific groups, leaving the adults with a full sermon later.
Main themes:
Jesus, Choice, Eternal Life
Biblical references:
Mark 8:31-38
Lectionary:
Year B – The Second Sunday of Lent
Props:
You will need a cross and an A4 piece of paper with the words: "My Life" printed on it.
You will also need a picture (which you can find in the Appendix) of each of the following:
- Money
- A Mansion
- A party
- "Fame"
…………………………………………………………………………………………………………
How many of you children and young people get given the gift of pocket money each week or month?
- Who would like to come and tell us how they choose to spend it? (Receive a volunteer)
- Thank you for sharing that with us……please sit down.
- So how do you choose to spend the money that you have been given? (Volunteer answers)
When we have money, we have a choice over how we spend it don't we?
- One of the things that we need to learn is how to spend money wisely so that we don't waste it.
Even more important than money is the gift that God has given to each one of us;
- the gift of life.
- We need to learn how to "spend" this precious gift of life wisely so that we don't waste it.
Imagine for a moment that this piece of paper is your life.... (Hold up the piece of paper that says: "My life"
- You have a choice over how you spend this gift….
- Let me show you what some of those choices are.
(Show picture of money) You could choose to spend your life getting as much money as you can
- You are willing to sacrifice spending time with your family and friends so that you can get what you really want…..more and more money,
- so that you can have more and more things.
Or it could be that your heart is set on getting a really big and comfortable house; (Show picture of mansion)
- one with a swimming pool both inside and out,
- with a games room and gym,
- and if that means spending your life doing a few shady deals or treading on a few people to get what you want……..then so be it!
Or you may be someone who wants to spend your life on having fun so you,
- go to as many parties as you can, (Show picture of a party)
- and do whatever you feel like to get that buzz you are looking for.
Or you may be someone who longs to be famous, (Show picture of "fame")
- and have your name in lights,
- so you spend your life seeking fame…..and doing whatever it takes to get it.
Or you could choose to spend your life in following Jesus, (Point to the cross)
- and enjoy a life of purpose…..
- as Jesus involves you in bringing His Kingdom to earth.
If you make this choice you need to know that Jesus asks for all of your life….
- not just a bit of it,
- and it is a life of saying "no" to what you want so that you can say "yes" to Him….and obey Him.
- That might mean that you may not have much money or the things that the world values.
Now when we look at those choices we might think that what the world has to offer looks a lot more exciting and attractive than what Jesus has to offer.
- If we can have wealth (Show picture of money)
- and fun (Show picture of party)
- and comfort (Show picture of mansion)
- and fame (Show picture of "fame) now, why wouldn't we want to spend our life in getting those things?
The answer to that question is that with Jesus there is something much much better on offer for us both now and in the future.
- We are offered eternal life …..a life lived in relationship with Jesus, the King of Kings,
- where we can know His amazing and never ending love, peace and joy for ever.
The choice is yours.
- You can either choose to spend your life on getting the things of this world…..
- or you can choose to spend your life on following Jesus….
- but you need to remember that those things will only last this side of the grave,
- and receive His gift of eternal life that lasts not only now but forever.
Listen to what Jesus said: "Do you gain anything if you win the whole world but lose your life? Of course not!" (Mark 8:36 – Good News Version)
- Choose wisely.
1. My Life
2. Money
3. A Mansion
4. A party
5. "Fame"
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Program Goals
Dual Language Immersion students will:
* Develop high levels of proficiency in their first language.
* Develop high levels of proficiency in an additional language.
* Perform at or above grade level in both languages.
* Demonstrate positive cross-cultural attitudes and behaviors.
Entrance Requirements
Program participants and their families are expected to maintain a six-year commitment (K-5) to the Dual Language Immersion program. This duration of enrollment ensures full development of both Spanish and English language skills, as recommended by current data and research of Dual Language Immersion Programs.
Students may enter at the Kindergarten or mid-first grade levels, regardless of their language proficiency. Students may be admitted beyond mid-first grade, based on their level of literacy in Spanish and English.
Additional Information/Resources:
Association of Two-Way and Dual Language Education h ttps://atdle.org/
California Association for Bilingual Education http://www.gocabe.org/
Center for Applied Linguistics (CAL) Two-Way Immersion page http://www.cal.org/twi/
Frequently Asked Questions
http://www.cal.org/twi/faq.htm http://www.cde.ca.gov/sp/el/ip/faq.asp
Preguntas Frecuentes en Españ ol http://www.cde.ca.gov/sp/el/ip/faqsp.asp
Resources Publications and Bibliographies regarding Two-Way Immersion Programs http://www.cde.ca.gov/sp/el/ip/resources.asp http://www.cal.org/twi/pnb.htm
California Department of Education Overview of Two-Way Immersion Programs http://www.cde.ca.gov/sp/el/ip/
VALLEY VIEW ELEMENTARY SCHOOL
Spanish Dual Language Immersion Program
"One language sets you in a corridor for life. Two languages open every door along the way." Franck Smith
480 Adams Way Pleasanton, CA 94566 (925) 426-4230 Valleyview.pleasantonusd.net
Why Dual Language Immersion (DLI)?
Because language immersion students:
* Develop fluency in two languages
* Learn in an ethnically, culturally and linguistically integrated environment.
* Enjoy the art, music and literature of other cultures while developing awareness of other cultures.
* Work together cooperatively, developing self-esteem and good social interaction skills.
* More fully appreciate the rich diversity of our state.
* Can communicate with 80% of the world's population.
* Have the option to learn a 3rd language in high school.
* Are provided with unique linguistic and cultural options such as international marketing, second language teaching, social work, publishing, intercultural communication, travel consulting, foreign diplomatic relations, and many more.
* Research shows that childhood is the ideal time to learn a new language and to acquire complete fluency, flawless pronunciation and a natural ease of expression in an additional language.
Curriculum
Our goal is to educate students to become bilingual and biliterate, and to enable children to meet the challenges of a global society. Students will acquire the skills to read, write, speak, listen, and think in two languages. The development of fluency and literacy in two languages requires 6+ years of continuous participation in the Dual Language Immersion Program.
In Valley View's Dual Language Immersion Program, Spanish is used as the language of instruction throughout the primary grades. English is introduced gradually into the curriculum. The two languages are used separately during different periods of instruction
* Kindergarten and 1st Grade ○ 90/10% Spanish/English
* 2nd Grade
- 80/20% Spanish/English
* 3rd Grade
- 70/30% Spanish/English
* 4th Grade
- 60/40% Spanish/English
* 5th Grade
- 50/50% Instructional time is evenly divided between English and Spanish
Teachers
All Dual Language Immersion teachers have bilingual authorizations, and are passionate about teaching and the goals of our DLI program. | 1,980 | 802 | {
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Short Talk (SHT073)
Delighting Jesus' Heart
© Jane Hulme 2017
SHORT TALK: "DELIGHTING JESUS' HEART"
Aim of Short talk:
To encourage people to delight Jesus' heart by willingly responding to the simple needs of those who come across their path.
Use of Short talk:
This is a short All Age talk picking out one issue from the Lectionary Gospel reading of the Sunday main service. The talk stands alone and assumes that the Gospel Bible reading may not yet have been read to the congregation. It could be used for example, for the whole congregation before the children go out to their age specific groups, leaving the adults with a full sermon later.
Main themes:
Loving others, Loving Jesus, Serving
Biblical references:
Matthew 25:31-46
Lectionary:
Year A – Proper 29, CW Christ the King, The Sunday next before Advent
Props:
Table facing the congregation. On top of the table is a lunch box with a wrapped sandwich, a wrapped cheese slice of some kind, an apple, a banana and 2 wrapped chocolate biscuits.
…………………………………………………………………………………………………
Some of you may have heard the news story a few years ago about a 16-year-old girl called India who missed her train home to Bristol after visiting friends in Stockport.
* This was India's first big train journey travelling on her own, and although she arrived at the station half an hour before the train was due to leave, somehow she managed to miss it.
When India went to the ticket office to see if she could use her ticket on the next train, she was told that she couldn't use her ticket.
* So this 16 year old girl was stranded nearly 200 miles from home, needing £85 to buy another train ticket when she only had £15 of money on her.
* What could she do?
I expect that India must have felt very worried and possibly quite frightened.
But there was someone who saw India's need.
* A lady who was travelling with her children saw what had happened and paid the £85 needed to get India a train ticket home.
* What an act of generous love.
This lady didn't even leave her name with India so that India could send her back the money when she got back home…..
* The ticket was a gift of love.
Now if you were India's mum or dad how do you think you would feel about the lady who helped India? (Receive answers)
* I think you would feel very grateful to her wouldn't you?
Not only that but I think that you would also have felt really delighted that someone had been so kind to your child.
God is no different.
* One of the ways that we can delight Jesus' heart is by helping His children when they are in need,
* and the sorts of things that Jesus asks us to do are often really simple things.
For example, imagine that you are at school or college or work one day and you have sat down to eat your packed lunch (Sit down at the table, pull out lunch box and open)
* Imagine now that a person comes and sits at the next table from you and tells you that they have forgotten their lunch today, and that they are starving hungry.
* I wonder what you would do to help.
You could share your lunch with that person couldn't you…..giving the hungry person something to eat.
* So, in my box I have a sandwich and a piece of cheese. (Hold them up to show the congregation) I could offer the hungry person one of these couldn't I?
* I also have an apple and a banana, (Hold them up to show the congregation) so I could offer the hungry person one of these couldn't I?
* I also have 2 biscuits (Hold them up to show the congregation) – more than enough to share.
That wouldn't be too difficult to do would it?
* If we helped someone who was hungry, it would delight Jesus' heart because we have shown practical love to one of His children.
There are many other simple ways we can offer help to other people, as well as feeding them when they are hungry.
* What simple things do you think we can do to help other people? (Receive answers and include things like: giving a drink to someone who is thirsty, giving away an item of clothing to someone who needs it, visiting someone who is in hospital, welcoming someone who is from a different country etc)
Jesus said this: "Truly I tell you, whatever you did for one of the least of these brothers and sisters of mine, you did for me." (Matthew 25:40)
* Isn't that amazing?
* Jesus says that whenever we help someone in need, we are actually doing it for him.
* We are delighting His heart.
* Let's see how many ways we can delight His heart this week. | 1,622 | 1,002 | {
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Van Gogh 12/11/2020
Dear Van Gogh
Well done to all those that have managed to login to the different online learning apps. Please let me know if you have any problems with the logins.
I have enjoyed receiving more pictures and emails of all the different activities and work you have been doing.
There are some PE lessons and available each day to get you moving. There is also the ongoing Rivers project or Bridge building project.
I look forward to seeing more activities tomorrow.
Mrs McClimont
Available on a daily basis:
Logins have been sent out individually via email.
Active Learn – books have been allocated to each one of you. I will be able to see when you have been reading and then we can talk about the books when you are back in school.
https://www.activelearnprimary.co.uk/login?c=0
RMEasi Maths - The site includes interactive Maths games.
https://www.rmeasimaths.com/easimaths/account/login
Rockstar Timestables - Timestable have been allocated individually.
https://play.ttrockstars.com/auth/school/student
English
We will continue to develop our understanding of adjectives in order to widen our vocabulary.
https://www.youtube.com/watch?v=l9bXWY1nioE
https://www.childrensuniversity.manchester.ac.uk/learning-activities/languages/words/adjectivedetective/
https://resources.hwb.wales.gov.uk/VTC/ngfl/english/caerphilly/adjectives/index.htm
Complete the Adjective worksheets
Maths
Thames group:
To consolidate number bonds to 10 and 20
Play Hit The Button – making 10 / making 20
https://www.topmarks.co.uk/maths-games/hit-the-button
Shoot the number to make 20
https://www.mathplayground.com/number_bonds_20.html
Complete the number bonds worksheets
Trent group:
We looked at rounding numbers to the nearest 10 and nearest 100. Remember to read the instructions carefully to check if you are round to the nearest 10 or 100!
Rounding nearest 10
https://classroom.thenational.academy/lessons/rounding-2-and-3-digit-numbers-to-the-nearest-106gu3er?from_query=rounding+nearest+10+and+100
Rounding nearest 100
https://classroom.thenational.academy/lessons/rounding-2-and-3-digit-numbers-to-the-nearest100-ctgpar?from_query=rounding+nearest+10+and+100
Play the game – click on the game and choose which multiple you are rounding to https://www.topmarks.co.uk/maths-games/rocket-rounding
Complete the rounding worksheets
Phonics
Phonics play' will help with interactive activities and guidance.
https://www.phonicsplay.co.uk/
User name: nhouse
Login: phonics
Group A
Today we will be reviewing 'igh'
Watch the videos to remind yourselves https://www.bbc.co.uk/bitesize/topics/zvq9bdm/articles/zkhvhbk
https://www.bbc.co.uk/programmes/p011t353
Pick the igh phoneme https://www.phonicsplay.co.uk/resources/phase/3/buried-treasure
Complete the worksheet with the cross word
Group B
Or Alternative 'a' phoneme – ay / ai / a_e/ ea/ ey / eigh https://www.phonicsplay.co.uk/resources/phase/5/alt-spellings-ai
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Letter R
www.kidsacademy.mobi
R you ready to teach your preschooler the letter R? As a first step, it's always a good step to put up the letter understudy on a "Letter of the Week" board where you draw or print out the letter you're planning on teaching your child this week to offer your child constant visual access to the letter. This letter can be fun to play with, one way to introduce it to your child that will help them retain the association between the letter, its name, and its sound is by pretending to be pirates and making the famous pirate sound together: "Arrrrr!"
You can also offer your child several different activities over the course of a week to make the process of learning more fun. But first, make use of this Kids Academy educational Letter R Video that introduces your child to the name, shape, and sound of this letter using captivating animations.
Activities
Letter R Coloring Sheet: To start off with this letter, you can offer your child this Kids Academy Letter R coloring worksheet to get them acquainted with its shape and sound. Let them pour their creativity into coloring the bubble letter R on the worksheet and use all the colored pens and pencils they'd like to color with. They will also get the •
chance to color in a cute rabbit and a rainbow. This can also be a great teaching opportunity to teach them the colors of the rainbow.
Letter R Tracing Sheet: This tracing worksheet is designed to help your child learn the shape of the letter R in both its uppercase and lowercase forms, while harnessing their fine motor skills. The first exercise focuses mainly on the shape of the letter, while the second exercise focuses on both the shape and sound of it, through tracing the letter and associating it with the words 'rabbit' and 'robot' that are provided in the worksheet with their respective images. •
R is for Rabbit: This activity consists of making the shape of a rabbit out of the letter R. It can either be made very simple or intricate. The simple version would be printing out the letter R on a piece of paper, and having your child draw rabbit ears, a fluffy tail, some whiskers and eyes onto the letter. Another more intricate but engaging way would be using cutouts and other material. Cut out a letter R and the shape of two rabbit ears out of construction paper, Get a big piece of cotton for the tail, some colorful pipe cleaners for the whiskers and a pair of googly eyes. Now let your child take the lead and produce some fun and quirky pieces of art! •
Rainbow Rs: Print out a rainbow, and many letters R in the seven colors of the rainbow. Cut the Rs into individual pieces and have your child glue each R to its respective color on the rainbow. You can also make it using both uppercase and lowercase forms of the letter. •
Letter R Sorting: For this activity, you'll need two baskets and some rocks. You can use the help of your child to collect the rocks from the great outdoors! On half of the collected rocks, write the letter R in its uppercase form, and on the other half write a lowercase r. Place two baskets at each end of the room, and scatter the rocks on the floor. Now let your child run around to sort each form in a separate basket. This activity is not only an educational one, but is also a great physical exercise to get all the wiggles out. •
Offering your child one of these activities everyday for a week can be more than enough to help them get a good hold of the letter R. For more educational materials, check out our Kids Academy website.
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Soil Health Day Resolution: Organization/Business
To Whom It May Concern:
Dedicating every June 23 as a day to recognize soil as an essential natural resource, and soils professionals as playing a critical role in managing our soil resources.
ORGANIZATION __________________________________________________ (DATE) _________________
considered and agreed to
RESOLUTION
Recognizing soil as an essential natural resource, and soils professionals as playing a critical role in managing our environment's soil resources.
Whereas soil, plant, animal, and human health are intricately linked and the sustainable use of soil affects climate, water and air quality, human health, biodiversity, food safety, and agricultural production;
Whereas soil is a dynamic system which performs many functions and services vital to human activities and ecosystems;
Whereas, despite soil's importance to human health, the environment, nutrition and food, feed, fiber, and fuel production, there is little public awareness of the importance of soil protection; Whereas the degradation of soil can be rapid, while the formation and regeneration processes can be very slow;
Whereas protection of our soil based on the principles of preservation and enhancement of soil functions, prevention of soil degradation, mitigation of detrimental use, and restoration of degraded soils is essential to the long-term prosperity of our organization/institution;
Whereas legislation in the areas of organic, industrial, chemical, biological, and medical waste pollution prevention and control should consider soil protection provisions;
Whereas legislation on climate change, water quality, agriculture, and rural development should offer a coherent and effective legislative framework for common principles and objectives that are aimed at protection and sustainable use of soils in the United States;
Soil Health Day Resolution: Organizations
Whereas legislation in the areas of organic, industrial, chemical, biological, and medical waste pollution prevention and control should consider soil protection provisions;
Whereas legislation on climate change, water quality, agriculture, and rural development should offer a coherent and effective legislative framework for common principles and objectives that are aimed at protection and sustainable use of soils in this State;
Whereas soil contamination coupled with poor or inappropriate soil-management practices continues to leave contaminated sites unremediated; and
Whereas soil can be managed in a sustainable manner, which preserves its capacity to deliver ecological, economic, and social benefits, while maintaining its value for future generations: Now, therefore, be it
Resolved, That this Institution/Organization --
(1) recognizes it as necessary to improve knowledge, exchange information, and develop and implement best practices for soil management, soil restoration, carbon sequestration, and longterm use of the environment's soil resources;
(2) recognizes the important role of soil scientists and soils professionals, who are well-equipped with the information and experience needed to address the issues of today and those of tomorrow in managing the environment's soil resources;
(3) commends soil scientists and soils professionals for their efforts to promote education, outreach, and awareness necessary for generating more public interest in and appreciation for soils; and
(4) acknowledges the promise of soil scientists and soils professionals to continue to enrich the lives of all humans by improving stewardship of the soil, combating soil degradation, and ensuring the future protection and sustainable use of our air, soil, and water resources.
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Screen Time Guidelines by Age
As recommended by the American Academy of Pediatrics
Under 18 months old
No screen time outside of video chatting with Grandma, etc.
Toddlers (18 months-24 months)
Little to no screen time recommended
* This is a critical developmental period for them, so encourage as much physical and creative interaction with people as possible.
* If they do get screen time, co-watch high-quality educational content with them to help them understand what they are seeing, and limit total exposure to < 1 hour. (Content offered by Sesame Workshop and PBS Kids is great)
Elementary School Aged (6-10)
Up to 1 to 1.5 hours per day
* Place consistent limits on time spent using media, and the types of media being consumed.
* Since they are now entering school, make sure screens don't become a habit before homework gets completed.
* While developing tech skills is important, try to aim for a balance of creative and laid-back time.
* As they grow, parents can gradually give kids more control and choice in how they manage their time.
* Make sure media does not take the place of adequate sleep, physical activity and other behaviors essential to health.
Preschoolers (3-5)
Up to 1 hour per day is fine
* Try to plan TV-time in advance – resist the temptation to use them as a calming or distracting device.
* Children at this age can have mindful interaction with characters, so help them understand what they are seeing and apply it to the world around them!
* Many types of screen media content have print or other versions – try finding books or toys that can enable your child to interact with favorite characters off-screen. It makes for another way to engage your kids in creative play!
Middle School Aged (11-13)
Up to 2 hours per day
* At this age, children can understand the concept of balance. It is up to parents to help them see how screen time fits into their schedule.
* If you find your child getting really into a certain video game for a week or two, gently try to help them understand the benefits of moderation.
* Help your children understand that recognizing when we are spending too much time doing any one thing is a valuable life skill.
Everyone in the Family
* Communal screen activities positively engage children in different ways! Break down screen time's inherent tendency to isolate us by enjoying a movie night or trip to the theater together.
* Participate in regular, physical activity together – walks, bike rides, trips to the park, etc.
* Model the type of behavior you want – limit your own screen time to 2 hours per day.
* Reinforce the message by having consistent conversations about appropriate amounts of screen time.
* Designate media-free time together, such as at the dinner table, in the car, etc., to achieve balance.
Managing Screen Time at Home
The guidelines listed above are a great starting point. Additional ways to monitor and protect your children from the effect of blue light exposure from digital screens include:
* Monitoring time on devices via screen-time-tracking and parental control apps like Zift and Screen Time
* Balancing exposure by implementing "earned" screen time by completing homework, finishing chores, brushing teeth, etc.
* Removing or shutting off digital devices in the child's bedroom 2 hours before bedtime to enforce limits and encourage a consistent sleep routine.
* Providing nutritional support against the harmful effects of blue light on eyesight via EyePromise Screen Shield™ Teen
Sources:
"American Academy of Pediatrics Announces New Recommendations for Children's Media Use." AAP.org, www.aap.org/en-us/about-the-aap/aap-press-room/pages/american-academy-of-pediatrics-announces-new-recommendations-for-childrens-media-use.aspx.
Marcoux, Heather. "No More Guessing: Screen Time Guidelines for Toddlers to Teenagers." Motherly, Motherly, 7 Aug. 2018, www.mother.ly/child/no-more-guessing-screen-time-guidelines-for-toddlers-to-teenagers.
866-833-2800 • eyepromise.com
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Gas Learning Station #1 (Boyle's Law)
What has happened to the marshmallow??
Place a mini marshmallow in a syringe. Push the plunger down just until it touches the top of the marshmallow. Put your finger over the tip of the syringe to form a vacuum seal. Now, pull up on the plunger.
What happens to the marshmallow? What is being decreased inside the syringe? What is being increased? What law is demonstrated in this example?
- Explanation of the law:
…………………………………………………………………….
- Rule/Relationship:
…………………………………………………………………….
- Draw a rough graph:
- Real life example(s):
……………………………………………………………….
Gas Learning Station #2 (Gay-Lussac's Law)
What has happened to the soda can???
To an empty aluminum soft drink can, add a small amount of water (10 ml). Heat the can on the hot plate until the water boils, and "steam" comes out of the top of the can. Using a pair of tongs, quickly invert the can in a dish of cold ice water.
a) Describe and illustrate what is happening?
b) What law is demonstrated in this example?
- Explanation of the law:
…………………………………………………………………….
- Rule/Relationship:
…………………………………………………………………….
- Draw a rough graph:
- Real life example(s):
……………………………………………………………….
Gas Learning Station #3 (Charles's Law)
Select a 125 mL flask and place approximately 50 mL of water in it. Securely place a balloon over the mouth of the flask. Place the flask on a hot plate and begin to heat the flask. Note what happens to the balloon.
a) Describe and illustrate what is happening?
b) What law is demonstrated in this example?
- Explanation of the law:
…………………………………………………………………….
- Rule/Relationship:
…………………………………………………………………….
- Draw a rough graph:
- Real life example(s):
……………………………………………………………….
Gas Learning Station #4 (Charle's Law)
Light a tea light candle and place it in the center of a plate with colored water. Be careful not to turn off the candle. Then, place a larger jar over the candle – covering the candle.
a) Describe and illustrate what is happening?
b) What law is demonstrated in this example?
- Explanation of the law:
…………………………………………………………………….
- Rule/Relationship:
…………………………………………………………………….
- Draw a rough graph:
- Real life example(s):
……………………………………………………………….
Teacher notes
"Gas Learning Stations?" (STEM ACTIVITY)
* Allow each group to visit the four Gas learning stations.
* Keep station cards for them to follow the instructions to conduct simple investigations. Also, provide them with above shown printed A2 sheet to record their responses.
* They will perform experiments to observe relation between any two of the following variables (P, T, V).
* They will observe the results and present their findings in the above shown format.
* Invite member(s) from each group to explain the experiment and present their findings to the class.
* They may use the smart board to summarize the three laws and their observations. | 1,172 | 629 | {
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♪ Kendrick School Music Department ♪ Extra-curricular Music Timetable 2021/22
I want to be a part of an ensemble/choir but what standard do I need to be? Is it restricted to a certain year group? Find out below…
Whether you have been many times before, or are new to these ensembles, come and get yourself involved. It is a fun and friendly environment where we listen to your ideas and want to make the best music possible
Instrumental Ensembles
Sinfonia – This is an orchestral ensemble for students of about grade 2-5 standard. Strings, woodwind, brass and percussion are invited to join us. We play a range of repertoire, from film music to Classical pieces and everything in between.
By joining this ensemble, you learn valuable skills such as how to follow a conductor and how to play as part of a large section/family of instruments.
Symphony Orchestra – This is an orchestral ensemble for students of grade 6+ standard. Please speak to Mrs. Cooper about joining if you are interested. We perform pieces from all musical eras and genres and offer selected students the chance to perform a movement of a concerto alongside us in Term 4.
By joining this ensemble, you may develop your skills in leading a section/family of instruments, expand your repertoire and acute sense of ensemble skills.
Wind Orchestra – This is a wind and brass ensemble for students of about grade 1+ standard. Less experienced wind and brass players may also join and play an easier part. The atmosphere is fun and friendly and gives a great foundation into ensemble playing.
Jazz Band – This is an ensemble for saxophones, clarinets, flutes, all brass, double bass/bass guitar, electric guitar, piano and drums. Students should be of at least grade 3 standard.
We play a range of jazz favourites, from Stevie Wonder to Benny Goodman and everything in between. Students will have the opportunity to develop their improvisation skills, as well as their ensemble skills, as part of a melodic or rhythmic section.
Guitar Ensemble – This is an ensemble for guitarists of all abilities. No experience needed. Speak to Mr Holwill about joining. The repertoire covered is exciting and varied and the ensemble helps you develop your chamber group performance skills.
Brass Ensemble – This is a chamber group for all brass players. Students should be grade 1+ but can speak to Mr Watts about joining if not at this standard yet.
We cater for all brass instrumentalists and develop a high level of musicianship in a friendly and engaging atmosphere.
Flute Ensemble – This is a chamber group for all flute players. Students should be grade 1+ but can speak to Miss Laney about joining if not at this standard yet.
In this ensemble you will have the opportunity to also play the piccolo, alto flute and bass flute. We play a diverse range of pieces for all occasions as part of large-scale concerts.
Harp Ensemble – This is a chamber ensemble for those learning to play the harp. It is run by Mrs Elliott on Friday's before school and at lunch time. Always a highlight of our concerts, students develop a high level of musicality in their playing as part of this ensemble.
Choirs
Vox Choir – This is a choir for all students in Years 7 and 8. We will be exploring some pop music and music of other styles. Suggestions welcome! No experience needed.
In joining this choir, you will develop your singing skills in a relaxed and encouraging environment whilst making lots of new friends.
Senior Choir – This is a choir for all students in Years 9 – 13. A wide variety of musical genres/styles will be explored. No experienced needed.
This choir provides a great platform for students from the Main School and Sixth Form to interact with each other and expand their repertoire, working towards large-scale performances in our concerts.
Chamber Choir – This is a choir for students in Years 9-13. You must audition for this choir. The sign-up sheet can be found on the noticeboard outside M1.
In joining this choir, you will be developing your singing to the highest level in the school, working on singing in as many as 8-10 parts. There are parts for all pitch ranges and a chance to lead your section and potentially direct the group in performance.
Other Clubs - NEW
Song Writing and Instrumental Writing Club – This is a club for those who wish to develop their knowledge and understanding of how to compose music of their own, writing idiomatically for both voices and/or instruments of their choice.
We will also explore how to create interesting lyrics and create music for a variety of moods and atmospheres.
The club is open to all ages and abilities.
Music Theory Club – This is a club for those that wish to develop their theoretical knowledge of music. It will assist with curriculum Music lessons as well as boost students' analytical and appraising skills.
Sessions will be tailored to those that attend, with the club being open to all at the school. | 1,946 | 1,033 | {
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Bytes
Bytes
Poultry
health
Number: 229
Biosecurity V
Your own reference source on poultry health
Contamination on the body
Lallemand
Interheat
Dupont
AgroLogic
Ayurvet
DACS
Arm & Hammer
People entering your poultry house can act as a fomite and mechanically carry disease-causing micro-organisms onto the unit. Clothing and boots can act in a similar way. The parts of the body that can be implicated in this way are the hands and, if exposed, the forearms and everything from the neck up, including the mouth, nose, ears, skin, hair and beards.
You might well ask how these can become contaminated. Well, obviously, there is physical contact but there is also another way. If you go into a confined space containing animals it is amazing how many bacteria and viruses can be present. These may well contain respiratory pathogens which you can pick up on your skin, but they may also become trapped in the hair or up your nose.
* Bacterial load in the hair
You can demonstrate the bacterial load in hair quite easily. Wash your hair and rinse thoroughly and then collect some of the water from the last rinse and keep to one side. Dry your hair and go into an occupied poultry house for 15 or 20 minutes. Then, with a sterile bowl and some sterile water, wash your hair again and collect some of this water. You now have two samples – from before and after – which can go to the laboratory for quantitative microbiological testing. Typically, you will see a difference between the two counts of several logs, for example a TVC of approximately 120 cfus per ml for the first and one of 235,000 cfus per ml for the second. The only place those extra bacteria can have come from is the air in the poultry house.
Loose, free flowing air is an ideal tool for catching airborne bacteria. So, if we have a high health poultry unit we must be sure that on entry to our flocks all visitors thoroughly wash their hair using a product containing an appropriate sanitiser.
* Nostrils as a potential pathogen carrier
The other part of the body that could conceivably carry pathogenic organisms on to your farm is the nostrils. They contain an ideal environment and temperature for bacteria to grow.
Work has been done to show that if a person inhales mycoplasma they can sneeze them out of their nose at least 24 hours later. Here is a good reason for requiring three or more days of poultry freedom before a visitor can enter the farm. Unfortunately, you cannot disinfect or fumigate a person's nostrils.
So, what do you do with a member of staff who can not apply three days of poultry freedom before they come to work each day? All you can do is educate them on why it is important not to visit poultry farms, abattoirs and similar high risk locations while they are working with your business.
Lubing
Perstorp
Norel
Le Gouessant
Silvateam
Pancosma
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BBC LEARNING ENGLISH
Take Away English 隨身英語
Is listening to a book better than reading it?
聽書比看書更好嗎？
詞彙： reading 閱讀
Picture yourself sitting at home in a quiet reading nook, ignoring the world around you, engrossed in a tale. You read the blurb, instantly became intrigued and now you're in the middle of an absolute page-turner. But, there's a hot debate – physical books vs. e-books vs. audiobooks. Does the device you're using to read affect your reaction to the book?
Generally, reading uses several areas of the brain. There's attention span, reasoning, reading fluency, memory and language comprehension. Reading is known to strengthen communicative ability, vocabulary and increase emotional intelligence and social perception. So, whichever way you're reading, there are definitely benefits.
But, let's look at the pros to reading with your eyes – that's physical books and ebooks. They can help to retain information better. This is because when you can actually see the words, your attention is held more closely. Add to this the fact that with physical books you can go back and find any part you missed, especially if your mind wanders, which it likely will at some point or other.
On the other hand, there's the audiobook. Headphones in, you're switched off from life and the story really comes alive, almost like watching a film – in your head. From a scientific perspective, listening to an audiobook is likely to help you develop a greater sense of empathy as you hear the emotion of the narrator. We can more easily understand inflection and intonation. Hearing the story engages different parts of the brain, heightening the intensity and imagery, making you enjoy it more. Yet, going back to attention span, with an audiobook it's true that it's much harder to go back and listen again.
All in all, it seems that there are advantages to both physical books and audiobooks. Perhaps, next time you find yourself browsing bookshop shelves, also consider the format. It may just change your whole literary experience.
reading nook
讀書角落
測驗與練習
1. 閱讀課文並回答問題。
1. What benefits are mentioned in relation to reading in general?
2. Why does reading a physical book help to retain information better?
3. True or false? You feel more empathy towards a character if you read a physical book.
4. Why is it easier to lose focus in an audiobook?
5. Why can listening to a book help you enjoy it more?
2. 選擇意思恰當的單詞或片語來完成下列句子。
1. He was so by the film, that he didn't hear me shout.
engrossed held
wanders
2. My sister really when she danced on stage.
browsed retained
came alive
3. I always read the before choosing a book.
nook narrator
blurb
4. Children have shorter than adults.
attention spans fluency
social perception imagery
5. When you speak, your will help people understand what you mean.
literary intonation
intelligence attention span
emotional engaged
shelves
1. 閱讀課文並回答問題。
1. What benefits are mentioned in relation to reading in general?
It strengthens communicative ability, vocabulary, and increases emotional intelligence and perception.
2. Why does reading a physical book help to retain information better?
Because when you can see the words, your attention is held more closely.
3. True or false? You feel more empathy towards a character if you read a physical book.
False. You feel more empathy towards a character if you listen to an audiobook.
4. Why is it easier to lose focus in an audiobook?
Because it isn't as easy to go back and listen again, unlike with a physical book.
5. Why can listening to a book help you enjoy it more?
It heightens the intensity and imagery of the story.
2. 選擇意思恰當的單字或片語來完成下列句子。
1. He was so engrossed by the film, that he didn't hear me shout.
2. My sister really came alive when she danced on stage.
3. I always read the blurb before choosing a book.
4. Children have shorter attention spans than adults.
5. When you speak, your intonation will help people understand what you mean. | 1,513 | 933 | {
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The ongoing flap about the Rand study of Texas students performance on the Texas state tests versus their performance on the National Assessment of Educational Progress (NAEP) tests reveals some important facts about testing that a lot of people do not know. For one thing, the NAEP tests are not designed to determine if students are learning what they are being taught in school. Instead, they are nationally normed tests to find out if what is learned locally generalizes to permit students to apply their locally developed knowledge and skills to the performance of tasks they were not taught. It is not unexpected that tests that are designed to find out if students are learning what they are being taught will show much more improvement than tests that are not designed for that purpose.
In the late 1960's and early 1970's I led a team that developed the Army's functional literacy (FLIT) programs for improving the literacy skills of undereducated inductees. When we evaluated the Army's general literacy programs that were already in place we found that they made about seven months improvement in reading skills on a general reading test in their six weeks of instruction, but only about five months improvement on job-related reading tests. However, it was improvement in job-related reading that the Army was looking for in six weeks, not the ability to read and comment on topics such as The Westward Ho Movement or interpreting Tennyson.
We developed new job-related, functional reading programs and found that we made four to five times as much improvement in job-related reading as had the general literacy programs. But what was of equal interest was our finding that we also made as much or more improvement in general reading as had the general literacy programs.
These types of finding will result when testing is closely aligned with the curriculum to find out if students are learning what is being taught and are then assessed on the extent to which the local learning is detected on national assessments of generalizability. Because students are more likely to learn what they are taught than what they are not taught, local tests will show more improvement than national tests. Over time, and with a very large amount of local learning, as happens when students progress from one grade level to another, students will have acquired enough knowledge and developed enough skill that their increased competence can be detected on the national tests of generalized ability. That is why 13 year olds perform better than nine year olds on the national assessments.
In Texas, it is a generally positive finding that, as the Rand researchers noted, the Texas state test results were in some instances two to four times better than their performance on the NAEP. This indicates that children in Texas are learning what they are being taught. Importantly then, the finding of improvements in the NAEP scores, though not as large as the Texas scores, show that the local learning is generalizing beyond the state school districts.
This is a pattern that is likely to be found more often as other states develop state assessments aligned with their curricula to find out if what is being taught is being learned and national assessments continue to determine the extent to which local learning generalizes to what was not taught. | 1,239 | 625 | {
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Norbert, the Narwhal: Lost At Sea
How many times can you find the word, Norbert? (16) How many times can you find the Letters 'N,n"? (127)
Norbert was a young Narwhal calf. He was born in June in the cold Northern waters of Baffin Bay in Greenland. Norbert was 5'-2" long and weighed 210 pounds! Now, he was nearly two years old! He was getting his brown spots. He even had grown a little tooth-tusk, like the big Narwhals. His father's spiral tusk was 10 feet long! His father was called the 'Unicorn of the Sea'.
But Norbert stayed close to his mother in his family 'pod' of narwhals. He learned everything from his mother. How to dive deep down into the icy waters of the Arctic. How to catch fish, shrimp and, sometimes, a tasty 'cuttlefish'.
One day, Norbert was hunting with his mother. They were nibbling on some nice cod fish. Suddenly he saw something funny. It was a little octopus-like cuttlefish. "Yummy", he thought. He raced after the fish, but it got away. When he looked around, his mother was nowhere to be seen. Norbert was lost. Norbert had never been alone. He dove down deeper into the water. He saw a big dark animal nearby. "Are you my mother?" he 'squeaked', like narwhals do.
"No, I am not your mother. I am a Bottle-Nosed Dolphin. But I will be your friend."
"No, thank you." said Norbert. "I have to find my Mother. So the Dolphin went away.
Norbert swam around and around. He saw another ocean animal.
"Are you my Mother?" he asked.
"No. I am not your mother. I am an Orca and I don't have time to talk to a little Narwhal like you!" The beautiful black and white creature turned and swam away.
Now, Norbert was worried. Then he came upon a mysterious giant animal.
"Are you my Mother?" Norbert asked.
But that great Blue Whale just moved silently by and did not even answer.
Then, from far away, Norbert heard the 'clickings' and 'knockings' of sound 'vibrations' that echoed through the water. Norbert could recognize his Mother's call!
Norbert gathered all his strength and let out a great 'whistling' noise that moved on waves through the waters. And there was his mother, swimming fast towards him.
"Mother!" he cried.
"Yes, Norbert. I am your very own mother."
Norbert snuggled against his Mother. Together again, they plunged deep into the icy waters to find their favorite Arctic codfish.
Norbert knew that soon, he would have to go out alone to find his own way.
But for today, he was content to just be with his Mother.
THE END
Did You Know?
* Narwhals are in the family of whales, dolphins, and porpoises
* They are found in Arctic waters of Greenland, Canada, Norway, and Russia
* They are the deepest-diving whales; able to dive over one-mile deep
* Narwhal means 'one-tooth-one horn'
* The tusk is actually a long 'tooth'
* Males have tusks and sometimes two tusks (females may have a small protruding tooth)
* Narwhals communicate through 'echolocation' (echo-location) sound waves
* They have 4" thick blubber ___________________________________________
(4 inches)
* Narwhals live 50 years
* Males weigh up to 3,500 pounds and up to 16 feet in length (considered a 'medium-size' whale)
* They catch food by 'hoovering' (swimming close and sucking in mouthfuls of water with prey)
* They are carnivores - eat squid/octopus/cuttlefish, fish, shrimp
* They can live under ice and break through ice by banging their foreheads (melons)
* Narwhals usually live in 'pods' of 20-30, but can group in 'hundreds'
* There are about 80,000 narwhals in the world.
Narwhal True-False Quiz
Information is in the Story of Norbert, the Narwhal – Lost At Sea, and Did You Know Sections
1. Narwhal babies are called 'calves'.
2. Narwhals are some of the biggest whales.
3. A Narwhal is called 'a sea-horse'.
4. Narwhals live in groups called 'pods'
5. Narwhals communicate through sound waves.
6. Narwhals live in warm water.
7. Narwhal 'tusk' is a 'tooth'.
8. 'Hoovering' means 'to suction'.
9. A 'melon' on a narwhal is his tail.
10. Narwhals are herbivores. | 1,604 | 1,059 | {
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Ideas and information about child development and early education for parents, professionals and the community-at-large.
#583
Mecklenburg County Office - MAIN
4600 Park Road, Suite 400 Charlotte, NC 28209 Main line (704) 376-6697 Fax line (704) 376-7865
Cabarrus County
Training/Main (704) 786-1023 Fax line (704) 786-1034
Union County Office
105-A Cedar Street Monroe, NC 28110 Training/Main (704) 238-8810 Fax line (704) 238-8811
Email:
email@example.com
To access these Tip Sheets, please visit www.childcareresourcesinc.org or call Child Care Search at 704-348-2181 to speak with a Parent Counselor.
Resource & Referral Service
Top 10 Tips for a Better ERS Assessment
Read the Environmental Rating Scale (ECERS-R, ITERS-R) for your class's age group. 1
Label materials. Have plenty of materials in all learning centers and be sure shelves are labeled with pictures and words so children can use and return them independently. 8
Talk to the children. Teachers should be interacting with the children as they play asking questions and having enjoyable conversations. 3
Display. The classroom should be decorated with children's original artwork, their own writing with invented spelling, and stories dictated by children to teachers, pictures of families and pictures representing different occupations, genders, ages and races. 5
Children should have the opportunity to be in different groups throughout the day. Teachers should be working with individual children, small groups, and the whole group at different times during the day. They do not spend all their time with the whole group. Children should have access to various activities throughout the day. Children should not all be doing the same thing at the same time. 4
Teacher's time should be well spent before or after…Teachers should be focused on the children at all times, not on unrelated tasks. 6
Be a good role model. Be sure your actions and words are what you want the children to see and hear. If you want the children to speak softly, then speak softly to them. Watch out for food and drinks in the classroom, keeping snacks and sodas for the teacher's lounge and breaks. 7
Reduce waiting time. Ensure children spend most of their time playing and working with materials or other children. They should not be wandering aimlessly, and should not be expected to sit quietly for long periods of time (lunch time and bathroom breaks). 2
* Wash and sanitize toys regularly – several times a day for infants and toddlers.
Sanitizing materials/equipment • Wash and sanitize tables/feeding trays immediately before eating. If the table becomes recontaminated, wash and sanitize again. Clean again after eating. 9
* Wash bedding daily for infants and toddlers, weekly for preschoolers.
* Wash pillows and soft toys whenever soiled.
10
* Clean shelves and storage containers at least once a week.
Hand Washing
* When moving from one classroom to another as in early morning combined groups.
* Upon entering classroom and before joining an activity.
* Immediately before eating- rewash if hands touch anything
* When re-entering classroom from an outdoor activity
* Before and after sensory and water play
* After having nose wiped or wiping own nose. This applies both inside and outside. It also applies to other bodily fluids.
* After messy play
* After toileting and diapering – wipes for children who cannot hold heads up only (usually 0-3 months)
* After handling pets and animals
* Use common sense – wash hands anytime there could be a possibility of contamination.
© 2006, Child Care Resources Inc. (rev. 2012) | 1,544 | 795 | {
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Year 1 Core Learning
Find out more about what your child will be learning during their time in Year 1.
http://www.stmarysrcprimaryrichmond.co.uk/
Reading
During Year 1, we will spend a good deal of time supporting your child on the journey to become a confident independent reader. Our phonics work will build on the work undertaken in Reception class to ensure that your child is able to read more complex letter patterns. As your child becomes more confident with this approach, they will be able to read more books independently and enjoy exploring language and familiar tales.
You can help at home by sharing books regularly – both listening to your child reading aloud, and sharing books together which you enjoy.
Skills your child will be working towards during Year 1:
Use phonics to read letter patterns and sounds taught.
Read common words.
Easily read common tricky words e.g. you, could, many people.
Read suffixes (word endings) added to words that I already know e.g. –s, -es, -ing, -ed,-er,-est
Re-read books that they enjoy to develop fluency
Read aloud accurately from Y1 books
Enjoy reading and sharing thoughts and ideas
Check that the text makes sense when reading
Self-correct when reading
Talk about the significance of the title and events
Predict what might happen next
Talk about why something has happened in a book
Retell familiar stories
Share poems and rhymes learnt by heart
Listen to stories that they cannot read alone
Talk with understanding about what has been read or listened to
Writing
As children become more confident readers, they are often keen to write for their own purposes and to share their thinking with others. This year we will develop children's writing further from the work in Reception class, building longer sentences and narratives and learning to form a neat and controlled handwriting style. At home, you can encourage your child to put pen to paper and 'have a go', using their phonics knowledge to help them to build new words.
Skills your child will be working towards during Year 1:
Mathematics
Your child will almost certainly have begun to explore numbers before starting school and can already count and carry out some simple calculations. During Year 1 we will explore more number patterns such as counting in multiples. The children will also solve problems using the common number facts.
You can help at home by practising counting forwards and backwards, and by helping your child to learn their number bonds – that is, being able to quickly tell you the result of adding two single-digit numbers together.
Skills your child will be working towards during Year 1:
Count forwards to and across 100
Count backwards across 100
Count in multiples of 2.
Count in multiples of 5.
Count in multiples of 10.
Tell you 1 more and 1 less than any number.
Read and write numbers to 100 in numerals.
Read and write numbers to 20 in words.
Read and use + - =
Memorise all the + and – facts up to 20.
Solve real life addition problems using objects / pictorial representations
Solve real life subtraction problems using objects / pictorial representations
Find half of a number of objects, shape or quantity.
Find a quarter of a number of objects, shape or quantity. | 1,286 | 676 | {
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Making Manipulatives
PINPOINT
The very act of generating a concrete representation establishes an image of the knowledge in the students' minds.
Robert Marzano
Create a graphic organiser 1
Create a diagram that organises the concepts you want your students to learn.
light
food
water
green
leaves
strong
stems
roots
habitat
nice
environment
oxygen
creates
creates
have
have
have
are
creates
produces
provides
creates
Healthy
Plants
Remove the words 3
Make a photocopy of your graphic organiser. Cover the words with paper or white paint. Or simply draw it again with the words missing.
creates
creates
have
have
have
are
creates
produces
provides
creates
Healthy
Plants
Students manipulate vocabulary 5
Give your students the scaffold diagram and vocabulary. Let them place the words where they think it makes sense based on your explanation and their prior knowledge.
creates
creates
have
have
have
are
creates
produces
provides
creates
Healthy
Plants
water
We know plants
need water
Cut up your graphic organiser 2
Make cards of the words you used in the graphic organiser. And don't forget to laminate them for repeated use. Or print out the words and leave the students to cut them up for themselves (later on).
Healthy Plant
water
light
food
oxygen
habitat
nice
environment
green
roots
strong
stems
leaves
4
Teach with graphic organiser
Use the graphic organiser to support your explanation. Scan it into Powerpoint.
light
food
water
green
leaves
strong
stems
roots
habitat
nice
environment
oxygen
creates
creates
have
have
have
are
creates
produces
provides
creates
Healthy
Plants
Test their understanding 6
Organise students to make a presentation of their manipulative, explaining each of their placements. Ensure other students question them on their choices.
light
food
water
green
leaves
strong
stems
roots
habitat
nice
environment
oxygen
creates
creates
have
have
have
are
creates
produces
provides
creates
Healthy
Plants
01277 202 812 01277 200 019 WWW.TRAINVISUAL.COM email@example.com T F W E | 976 | 523 | {
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Media Release
Tuesday, 31 January 2017
What's under the lid? Healthy lunches for healthy kids
It's back to school, which also means back to packing lunchboxes for the big school day ahead. Illawarra Shoalhaven Local Health District (ISLHD) is asking the question "what's under the lid?" to remind parents that a healthy lunchbox provides children with the fuel they need to learn and grow.
ISLHD Health Promotion Officer, Denise Chapman said the new school year is a perfect opportunity to leave behind any poor eating habits that may have crept in over the holidays and start making better choices for school lunches and snacks.
"It's important not to fall into the trap of pre-packaged convenience at the expense of healthy foods. Many pre-packaged foods are marketed to parents as being lunchbox friendly when many of them contain hidden sugar, salt and fat. This is why fresh foods are a great option - there is no misleading and confusing marketing hype behind them," Ms Chapman said.
Australian children between the ages of 2 -16 are, on average, getting 42% of their energy intake from 'sometimes' foods.
"Fresh foods, such as sandwiches and wraps, are always the best choice and ensure that fruit and vegetables also sneak their way in - try grated carrot or lettuce on a sandwich, or homemade muffins with fruit, carrot, zucchini, banana or pumpkin.
"If choosing processed foods, buy foods with a health star rating of 3 ½ or more to help you to make a healthier choice. Don't forget – a bottle of water is also the best drink to pack, instead of sugary drinks such as cordials, sports drinks, fruit drinks and soft drinks. Water is free, convenient and contains no sugar!" she said.
Principal of Cambewarra Public School, Susan Hilliar and founder of The Lunchbox Project Cambewarra, is also a passionate advocate for healthy food choices in the school setting. Cambewarra Public School is taking the lead to introduce the school community towards vegetable and fruit only snacks and where all children support one another to snack on fruit and vegetables throughout the day.
"Ensuring parents don't cave in to the pester power of children is the key. It has to be the norm to snack only on fruit and vegetables rather than a lunchbox packed with processed preservative snacks. Parents seem to start the New Year with good intensions but it is important that these healthy practices are continued past week 3 and for the rest of the school year," Principal Hilliar said.
For more information:
Click here for some great tips to creating a healthy lunchbox or find out more about 'Go4Fun', a free and fun lifestyle project for children aged 7-13 years.
health direct
AUSTRALIA
–
providing expert health advice 24 hours a day to NSW residents. Tel. 1800 022 222 | 1,106 | 594 | {
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Vegetables Whole Grains And Their Derivatives In Cancer Prevention Di
Summary:
Vegetables Whole Grains And Their Derivatives In Cancer Prevention Diet Free Pdf Download Sites placed by Laura Mathewson on November 17 2018. This is a copy of Vegetables Whole Grains And Their Derivatives In Cancer Prevention Diet that reader can be downloaded this by your self at dasfaa2014.org. For your info, i dont store file downloadable Vegetables Whole Grains And Their Derivatives In Cancer Prevention Diet at dasfaa2014.org, this is just PDF generator result for the preview.
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Are grains vegetables? - Quora Even whole grains, though, are not a substitute for vegetables. The USDA's food grouping considers starchy vegetables like corn and potatoes "vegetables", as well as beans. Botanically, this is certainly true. Choose a diet with plenty of grain products, vegetables ... Increase your fiber intake by eating more of a variety of whole grains, whole-grain products, dry beans, fiber-rich vegetables and fruits such as carrots, corn, peas, pears, and berries. Whole grain, fibre & vegetables | Nestlé Global Whole grains and vegetables can be important sources of fibre, vitamins and minerals, which are essential for balanced diets. However, recent research indicates that children and adults are not eating enough of these nutrient-dense food ingredients. Progress against our objectives.
Mediterranean diet for heart health - Mayo Clinic Most healthy diets include fruits, vegetables, fish and whole grains, and limit unhealthy fats. While these parts of a healthy diet are tried-and-true, subtle variations or differences in proportions of certain foods may make a difference in your risk of heart disease. Vegetables and Fruits | The Nutrition Source | Harvard T.H ... On most days, try to get at least one serving from each of the following categories: dark green leafy vegetables; yellow or orange fruits and vegetables; red fruits and vegetables; legumes (beans) and peas; and citrus fruits. Eating vegetables, fruit and whole grains may combat ... E ating a diet of vegetables, fruit and whole grains may be a simple way to combat depression, a new study suggests. Researchers in the US followed nearly 1,000 people of an average age of 81 for.
vegetable whole grains soup vegetable whole grain pasta salad fruits vegetables and whole grains fruit vegetables whole grains beans fruits vegetables and whole grains diet
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African American Architects
Lesson adapted from Susan Riley's Lesson Seeds, EducationCloset
Grade Level
3rd-4th grade
Key Vocabulary
* Floor Plan
* Architect
Materials
* Ruler
* Pencil & eraser
* Pacon Grid Roll, 1" ruling, item #0077810
Resources
* Information on African American Architects: savingplaces.org/stories/three-influential-africanamerican-architects-you-should-know#.WwhJc1MvxBw
* Images of Villa Lewaro & Floor Plan: https://nthp-savingplaces.s3.amazonaws. com/2016/08/26/13/39/33/721/Preserving-VillaLewaro-National-Treasure-Madam-C-J-Walker-Estate.pdf
* Information on Madame Walker: savingplaces.org/places/villa-lewaro-madam-c-j-walkerestate#.WwhJ9VMvxBx
Objective
Students will learn about the buildings designed by famous African American Architects, and the significance of their achievements considering the era in which they lived. Students will design a floor plan layout of a building of their choice, and use their knowledge of area of rectangles to calculate the square footage of rooms and objects.
Standards
Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
3.MD.C.7.D.
VA:CR1.2.3a.
Apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art-making process.
Engagement
Show students images of Villa Lewaro, designed by Vertner Woodson Tandy. Using artful thinking, analyze the components of Madame Walker's home. Share information on Tandy and other African American Architects (see resources). Make sure to discuss what an architect does, and the significance of the African American architects' achievements considering the era in which they lived.
Activity
1. Introduce floor plan examples to students, pointing out the scale it is drawn in, common symbols used, and considerations in the layout concerning doors, windows, lights, etc. (See URL for Villa Lewaro Floor plan in resources.)
2. Measure the area of each rectangular room on the floor plans, and eplore how the shapes of the rooms are used in both overlapping and non-overlapping ways.
Activity continued on next page...
Step 4
Step 5
Step 6
Step 7
Activity, continued...
3. Once students have basic knowledge of what a floor plan looks like, demonstrate how to create one using a roll of grid paper.
4. First, explain your scale. For this example, we are using 1 inch ruled grid paper, where each 1 inch square=1 square foot.
5. Model how to use a ruler to draw walls, doorways, and windows, etc. Also demonstrate drawing a line through the middle of a square to represent 1 /2 foot increments.
6. After you have a few rooms on your example floor plan drawn, ask students to help you calculate and label the area of each room. Ensure students recognize multiplying the width by the length of the walls will give them the same number as counting the full squares within the walls bounds. This is also a great opportunity to explain why we use square units when measuring area.
7. Remind students of a couple strategies for finding the area of rooms or objects that are not perfectly square. Either counting squares, breaking up into rectangles, or adding up halves to make whole numbers, etc.
8. Allow students to create their own floor plans, calculate, and label the area of each room.
Assessment
Assess student blueprints for accurate square footage calculations, and appropriate room sizes. | 1,599 | 787 | {
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A three day family event exploring the art of protest.
Take part in a range of thought provoking activities including craft, music and storytelling.
Daily: Tuesday 23 - Thursday 25 October
Protest point: art activity
11.00-16.00, Great Court West
Create your own mini artwork and add it to our large 3D art installation.
Most suitable for ages 6+
Fabric of 1000 voices: craft activity
11.00-16.00, Great Court East
What do you object to?
Add your voice to our collabative artwork.
Most suitable for ages 6+
Tree of change: craft activity
11.00-16.00, Great Court East
What would you like to change? Add a message to our tree of change.
Suitable for all ages
Family trails
10.00-17.00, Information Desk, Great Court
Explore the galleries, look for objects and find out about people and places from the past.
Please stay with your children at all times.
Family activities
We object: questions, thoughts and voices
Tuesday 23 - Thursday 25 October 2018
Tuesday 23 October
Singing out: performance
13.00, 14.00 (30 mins), Great Court
Listen to some voices raised in song and find out about the art of folk protest.
In association with Cecil Sharp House Choir Suitable for all ages
We object rosette: craft activity
11.00-16.00¸ Great Court East
Make a protest rosette to wear home.
Suitable for all ages
Wednesday 24 October
Pop-up protest: craft activity
10.00-11.00, Room 35
Explore how objects have been used to express dissent and then make a badge inspired by what you have seen.
Most suitable for 5+
Tales of protest: storytelling
11.45, 14.00, 15.00 (40 mins), Room 1
Listen to stories where characters speak their minds and make some changes.
Suitable for all ages
Global protest: art activity
11.00-16.00¸ Great Court East
Make something to add to our global protest art work or take it home as a memento of your protest. In association with the October Gallery
Suitable for all ages
Thursday 25 October
Tales of protest: storytelling
11.45, 14.00, 15.00 (40 mins), Room 24
Listen to stories where characters don't agree, change their minds and make a fuss!
Suitable for all ages
We object rosette: craft activity
11.00-16.00¸ Great Court East
Make a protest rosette to wear home.
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Third Week of August
What's Growing?
Summer crops are in full swing. Tomatoes, squash, peppers, eggplant, green beans, and cucumbers all thrive in the heat of August. If you don't have a garden at school, make sure to visit your local tailgate market to enjoy the summer bounty . For more information about markets in your area visit: www.buyappalachian.org.
Get Local recipe:
Caprese Salad
Each student should receive: 1/4 local tomato 2 fresh basil leaves 1 Tbsp of shredded mozzarella OR 2 small mozzarella cubes
THIS WEEK IN THE GARDEN @ PRESCHOOL
Get Local @ School Product of the Month = Tomatoes
Visit the Growing Minds website for more ways to tie Farm to School in with curriculum:
Farm to School Book of the Week
www.growing-minds.org
Activities
Relate to the book of the week: Have students create their own moonsquirter recipe, or brainstorm ideas to help their families try new vegetables.
Create a garden scavenger hunt. Ask students to search for colors, shapes, types of plants, insects or something beautiful, soft, or mysterious.
Repurpose an old plastic sled by making it a water play station in the garden. Fill it with several inches of water and provide children with funnels, buckets, cups and watering cans. Can the children fill their empty watering cans and give the plants a drink? Collect several objects from the garden and see what floats and what sinks. Explore those concepts with the children further. Why do some things float?
Steps
1. Encourage students to chop tomatoes, basil into smaller pieces. 2. Students should then combine the mozzarella cheese to complete their
chopped tomatoes, basil with the caprese salad.
I Will Never Not Ever Eat a Tomato
By Lauren Child
Lola is a VERY picky eater, and she definitely will not ever eat a tomato. One night her brother Charlie has to make Lola dinner and comes up with creative ways to get her to eat all the things she thinks she doesn't like.
Energizers!
Encourage students to get active with these Farm to School energizers!
Make a set of vegetable cards. The set of cards should feature four different vegetables, with one vegetable printed on each card. For example, a set of 20 cards would have 5 carrots, 5 tomatoes, 5 green beans, and 5 lettuce cards. In the garden or the classroom, give each child a card. Tell the students that in this activity, you will call out a vegetable and the people with that vegetable will make a movement. Carrots will twist at the waist, lettuce will march in place, green beans will jump up, and tomatoes will stretch to the sky. Practice the activity several times, demonstrating each movement when you hold up a card. Call out the vegetable names and watch the children move! After a few rounds, ask the children to switch cards and play again! | 1,122 | 622 | {
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One Page Resources: Table Top Activities
Table top activities for young children…..
There are times during the PreK day when children's activities need to be slightly more contained than during center time.
LEGOS-
Here are some ideas for table top activities that are developmentally appropriate, promote child-led open ended exploration, and are quick and easy to set up and clean up!
These activities can be helpful when starting the day (transitioning into the classroom), for small group times, and for "lag times" before going outdoors. They can also be intentionally set-up as choices for children during center time.
MANIPULATIVES-
TABLE DRAWING-
Put out manipulatives such as counting bears, buttons, or pattern blocks. And pattern cards, sorting trays, or different types of containers. Encourage children to sort and categorize the items in their own ways. Add additional small materials as needed based on children's needs and interests
PLAY DOUGH –See NM PreK One-pager on Play Dough for some fun ideas!
CLAY - See NM PreK Onepager pager on clay for some fun ideas!
Put out individual pieces of plain paper or a big piece to cover the table for collaborative drawing. Provide a variety of markers, pens, colored pencils, regular pencils and crayons. At the start of the year fatter writing utensils might be easier for the children. Later try introducing finer point markers and pens and slimmer pencils. You may want to re-visit these table drawings with the children over several days. For example, use crayons one day then another day use water colors. Discover how the crayons resist the water color. Explore and have fun!
Provide legos on a big piece of material or paper covering the table. Using a table covering cuts down the noise and makes it easy to clean up the Legos. Depending on the children's fine motor abilities, you can put out the bigger legos at the beginning and add or replace them with smaller legos later. Add additional toy accessories as needed such as small animals, paper and markers, popsicle sticks, pieces of material, and counting bears.
WRITING-
Provide paper and writing tools as in the table drawing activity but encourage children's writing. Provide laminated cards with children's names on them. Children use these cards to practice writing their names and their friends' names. Some teachers add photos to the names or a symbol a child has chosen, so the child can recognize his or her name more easily-especially in the beginning of the year. As the children progress in their writing skills, you may choose to add other familiar words printed on cards for children to refer to. Encourage experimentation with letter writing. Provide or make envelopes. Add a few stamps and ink pads as needed. | 1,118 | 572 | {
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"Tidbits of Starke County" No. 30 --Fire !!!
Last week, Chester Damron (an impressionist of Abraham Lincoln), spoke to our Starke County Historical Society's annual meeting. He was explaining the word "empathy" to the children. He said, "Empathy is having your pain in my heart". In other words, you feel for the other person's hurt.
What a devastation a fire is. Even if it doesn't physically burn a person, it has a way of burning into the soul. You feel the loss inside your body.
I have been through a few fires during my lifetime. A couple were devastating to me. One was when my school burned down. Some of you may know that feeling. Last May, I heard about a fire in Madison, Indiana. The Jefferson County Courthouse was heavily damaged by fire. It was built in 1855 and was a landmark of the area. I could feel the Empathy that Chester Damron was speaking about.
Our Starke County Courthouse is somewhat dear to me and a lot of other people. We have been giving tours of the building for 16 or 17 years. We have taken over 4600 people through the building and up to the clock and bell rooms. During that period of time, a person gets attached to this beautiful building. I could feel the pain of the people in Jefferson County when their courthouse burned. Our courthouse is perhaps a little more fireproof than theirs, but when a fire gets going, it takes over quickly. Even though our courthouse is made of stone and has a clay tile roof, there is a lot of material that could burn. The sheathing under the clay tile roof is plywood with tar paper. The clock room is made of wood. There are lots of wooden desks, counters, partitions, doors, storage units, tables and chairs. And think of the thousands and thousands of records and documents that are stored in each office. We had a fire in the Courthouse Annex a few years ago. It was heart breaking, and many things were destroyed. It took its toll on the county government for several weeks, even though the firemen had it quickly under control.
A recent article in the DNR magazine, Preserving Indiana, shows a photo of the Jefferson County Courthouse roof and tower after the fire. The article also tells of the work that needs to be done now on the courthouse.
http://www.in.gov/dnr/historic/files/hp-FallWinter_2009.pdf
A movie of the fire can be seen on the following web site. After getting to the initial site, click on Dobbins-Fire, then on the time-line, click on the Jefferson County Courthouse fire. Turn on your speakers, and you will probably get this feeling of Empathy. http://www.dipity.com/timeline/Dobbins-Fire
I would caution all of us to be aware of conditions which might lead to a fire. Things which come to mind are: faulty electrical cords, inappropriate use of extension cords, faulty light fixtures, Christmas tree lights, and unattended fluorescent lighting. Sometimes people leave fluorescent lights on at night, or while away. I personally know of two buildings which burned from unattended fluorescent lights when the ballast shorted, overheated, and caught fire.
Be safe during the coming holiday season!
Jim Shilling Starke County Historical Society | 1,265 | 727 | {
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Why I like Montessori
by Elle Martinez
Hi, my name is Elle Martinez and I have been in a Montessori school for 6 years. Ever since then Montessori has created a positive effect for me after having a bad experience in a public school. My particular Montessori school (Montessori of Winter Garden Charter School) was beginning to grow and I along with it now being in 7 th grade. I as a student have seen other people come and go with a Montessori memory to remember. You can say I have worked hard to earn the S.O.A.R award for citizenship and if any of you has seen our school video look for me. Anyway off of me and into Montessori.
Montessori was founded and created by Maria Montessori, a woman who as an Italian physician, educator, and innovator, acclaimed for her educational method that builds on the way children naturally learn. Unlike public schools with a teacher standing in the front of the room reading from a textbook this new teaching method allowed kids to choose the lesson they wish to work on from the teacher assigning it. Whether it was individual, with a partner, or even a group this was an amazing start of something new. Maria Montessori observed that how the kids absorbed knowledge from their surroundings, essentially teaching themselves.
Peace was another part of Montessori learning unlike other schools. In peace we learn to celebrate in diversity, create friendship, collaborate together to help one another with work, etc. That does not mean we are always peaceful though, for we all are human beings and arguments and problems come up now and then. In my perspective this is inspirational to walk into a classroom and feel safe and positive reassurance come over me. Montessori can feel like a second home to some including me.
The teachers assign us work after giving the group lesson to finish by a certain day/time. Then my peers and I have work to complete so we manage time for each work and eventually end up completing all assignments. We get to be in control; others will need guidance by a teacher here and there though! To be honest learning can be fun.
I think everyone in the community should gain friendship with one another because if students can do it you can too! Think of how Montessori was started by one person, and other trademarks too. Well you can make a change in the world a positive change. The pursuit of knowledge is endless. Those of you who may be reading this and thinking that totally doesn't agree with my opinion that's ok for your opinion has value. After reading this please consider looking up Montessori what you find might inspire you. Better yet look for the Montessori school I attend and take a tour to learn about Montessori's great history. Don't forget it's MONTESSORI OF WINTER GARDEN CHARTER SCHOOL. | 1,039 | 586 | {
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Intent
At Phoenix St. Peter Primary Academy, our intention is for children to enjoy learning about music so that they develop a lifelong love and appreciation for the subject. We aspire for children to develop a curiosity for music, as well as an understanding of its value and importance to their own and others' lives and wellbeing as well as the impact it has in the wider community. Our curriculum is coherently planned and sequenced to build skills and knowledge from Early Years, so that as they leave for future learning, they are well prepared to succeed. Our curriculum is ambitious for all children, particularly the most disadvantaged or those with learning differences (e.g. SEND/ disabilities), as we meet their needs to achieve this. Children participate in a range of musical experiences and styles during their time with us, through which we aim to build up their confidence and sense of achievement. By listening and responding to different musical styles and finding their voices as singers, performers and composers, our music provision enables them to become confident, reflective musicians. Lessons will be 'hands-on' to ensure children learn in a practical way as possible. Children will learn across a wide range of musical genres, styles, traditions, and historical periods. This breadth of provision contributes to the development of their cultural capital and ensures we nurture passionate, confident and technically adept musicians.
Implementation
We provide a broad and balanced music curriculum which provides both challenge and support for children. Lessons are planned from the music scheme, Sing-Up or through Suffolk Music Service, which provide progression of skills and covers all aspects of the music curriculum.
Sing-Up and Suffolk music lessons are planned in sequences to provide children with the opportunities to review, remember, deepen and apply their understanding. The elements of music are taught so that children can use the language of music to dissect it and understand how it is made, played, appreciated and analysed. Children will start in the younger year groups to find the pulse. This will extend to playing notes on tuned instruments and then up to chords and composing their own work in older year groups. Children learn how to play a variety of percussion instruments, such as the glockenspiel. Playing instruments enables children to use a range of methods to create notes, as well as how to read basic music notation. They also learn how to compose, focusing on different dimensions of music, which in turn feeds their understanding when listening, playing or analysing music. Lessons can be accessed by children through different content, delivery and outcome. Children demonstrate their ability in music in a variety of different ways. Teachers make informal judgements as they observe pupils during lessons and give oral feedback as necessary to inform future progress. Pupils are also encouraged to make judgements about how they can improve their own work through appraisal activities. Each phase gets an opportunity to perform to either their family or our community, during which all children learn to perform in front of an audience.
Music
Curriculum
Impact
The impact of our music curriculum will be assessed via performances, informal observations in lessons and speaking with the children. Evidence may also include sound and/or video recordings. We use ongoing formative assessments, feeding back to children on what they are doing well and what their next steps are, working with them to improve at all times. The music subject leader will monitor provision through lesson observations, pupil voice and scrutinizing long, medium and lesson plans. The subject lead will offer suggestions to teaching staff to improve provision where issues are identified, helping drive up the quality of music provision and ensuring all children – regardless of their musical starting points or confidence – make the best progress possible. Termly assessment will take place to track children's progress against age-related expectations for music, which helps identify where support is needed to close gaps for children in their musical skills and ensure all can make the best progress possible. | 1,635 | 766 | {
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At Salmestone we reach our PEAK through Perseverance, Effort, Ambition and Knowledge
Read Write Inc.
Communication & Language
The children will be continuing to learn the following set 1 sounds:
masdtInpgockubfelh sh r j v y w th z ch qu x ng nk
The children will also be continuing to develop their oral blending with the help of our puppet called Fred. To do this, we use pure sounds so that your child will be able to blend these sounds together into words more easily. When we say words in sounds we call this 'Fred Talk'. Eg. s.a.t, m.a.d, s.a.d, sh.i.p, c.a.t, d.o.g.
Please support your child by not using letter names at this early stage.
Personal, Social & Emotional Development
This term we will focus on the following:
* Supporting your child to develop ways of expressing their feelings and consider the feelings of others.
* Show resilience in the face of challenge.
* Know and talk about different factors that support their overall health and wellbeing. E.g. personal hygiene, healthy eating & toothbrushing.
Highlands Class - Autumn 2 Mrs Morgan
The children will be following Talk Through Stories. This is part of the RWI scheme. It focuses on extending and deepening your child's comprehension and vocabulary skills so that they can understand the books they will soon be able to read.
The texts we will be reading this term are:
Physical Development
The children will continue to develop their large and small muscle movements through a range of activities such as:
* Climbing, running, jumping, crawling, rolling, skipping, hopping, etc.
* Threading, pouring, stirring, dancing with scarves, using spray bottles, etc.
At Salmestone we reach our PEAK through Perseverance, Effort, Ambition and Knowledge
Literacy
Maths
Understanding the World
In literacy this term, your child will be learning to do the following:
* Read individual letters
* Blend sounds into words
* Read some letter groups that each represent one sound. E.g. sh, th, ch, qu, nk, ng
* Form lower-case letters correctly
* Spell words by identifying the sounds and then writing the sound with letter/s
As we live in a diverse community/country, it is important for your child to learn about, and understand the different cultures/beliefs around them.
This term, your child will be learning the following:
* Understanding that some places are special to members of their community
* Recognising that people have different beliefs and celebrate special times in different ways
Expressive arts and design
In Expressive arts and design, this term your child will be given opportunities to learn, practice and discuss the following:
* Watch and talk about dance and performance art, expressing their feelings and responses.
* Sing in a group or on their own, increasingly matching the pitch and following the melody.
Your child will have the opportunity to watch a travelling pantomime this term. They will take part in a performance which parents will be invited in to watch.
The children will be following the Maths Mastery Scheme. The learning we will focus on this term will be:
* Numbers within 6
* Addition and Subtraction
* Measure
* Shape and Sorting
* Numbers within 10 | 1,271 | 695 | {
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How do you get a handle on financial stress? First, take charge of your finances.
Coping With Financial Stress
Controlling your finances, rather than having them control you, will make you realize you aren't powerless over your situation. Start with a simple plan so you don't get overwhelmed:
are planning for retirement or to pay for your children's college tuition. Once you figure out how much you want to save and a timeline for doing so, you can continue working toward that goal.
* Record what you spend. It might sound like a chore, but keeping an expense log is the easiest way to see where you're spending your money. Your system could be as simple as a notebook and pencil. The key is to be consistent. Try recording your expenses at the end of each day and totaling them at the end of each week.
* Prioritize your spending. Figure out the most important things you must spend money on regularly—savings, rent or mortgage, car payment—and prioritize your spending. Then look at your income and figure out which items at the bottom of your list you can eliminate or spend less money on. Once you've created a budget, stick to it
* Examine your lifestyle. Are you living above your means? If so, look at ways to cut back. Can you eat out less or buy less expensive clothes? Take fewer vacations or live without the cell phone? It's important to take stock of your lifestyle from time to time to see if it's in sync with your earnings. If not, make adjustments.
If you need help sorting out your finances, consider hiring a debt counselor or financial planner. Shop around, since they can be expensive. You also can get a good self-help book from the library that walks you through the steps to financial recovery.
If your stress continues, try to figure out what else is behind it and how to control it. For instance, do you take on more than you can handle? Are you a worrier or perfectionist who gets trapped by your fears?
Learning to cope with stress, regardless of the cause, can protect you from its negative effects. Talking with a professional counselor, spiritual advisor or friend might help. Exercise, meditation, deep breathing and focusing on other tasks are all good ways to refocus your attention away from your source of stress.
©2000-2014 Lifescape
* Set goals. If you have debts, set reasonable goals for paying them off. Look at your budget and decide where you will get the money. Then, create a payment schedule and abide by it. You might want to look at ways of consolidating your debt and focus on paying off debt with the highest interest rates first. Do the same thing if you
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http://www.ucsc.edu/news_events/press_releases/text.asp?pid=2956
Contact: Tim Stephens (831) 459-2495; email@example.com
Third grader's question about soccer fields leads to UCSC science lab
Marine scientist Adina Paytan has a new collaborator: third-grader Claire Dworsky of San Francisco, whose winning entry in the Kids' Science Challenge competition earned her the chance to investigate her own questions about water quality in Paytan's laboratory at UC Santa Cruz.
An avid soccer player, Dworsky was curious about the differences between grass fields and artificial turf with respect to pollutants in the water that runs off the fields. Paytan said it was easy to pick her entry as a winner. "Her idea stemmed from genuine curiosity and observation," said Paytan, an associate research scientist in the Institute of Marine Sciences at UCSC.
Third-grader Claire Dworsky brought her water samples to Adina Paytan's lab at UCSC for analysis. Photo courtesy of Jim Metzner.
The Kids' Science Challenge is a nationwide competition for kids in grades 3 to 6 who were invited to submit experiments and problems for a select group of scientists and engineers to solve. This is the first year of the competition, which is funded by the National Science Foundation and created by Jim Metzner, producer of the Pulse of the Planet radio program.
In an interview with Metzner, Dworsky explained how she got interested in the runoff from soccer fields. "I look down and I see that the turf water compared with the grass water looks different, so that's why I'm trying to figure out what's going on...if turf fields pollute more than grass fields," she said.
Paytan has been involved in the Kids' Science Challenge since last year as an expert on water quality, one of four categories in the competition. She worked with local high school students to produce a promotional video for the program's web site, and she has spent many hours answering questions from children around the country in live online sessions.
"It has been a delight to work with Dr. Paytan, who continues to inspire Claire and the thousands of other kids who have visited kidsciencechallenge.com," Metzner said.
Paytan's own research addresses a wide range of questions involving the global systems that affect ocean productivity, seawater chemistry, nutrient cycles, and water pollution. She also devotes a lot of time to science education and outreach efforts, such as the Kids' Science Challenge.
"Part of our job as scientists is to communicate what we know to the general public. If we just talk to other scientists, the impacts are not as significant," she said.
After Dworsky's entry was chosen as a winner in March, Paytan discussed the project with her and sent her a package with supplies and instructions for collecting water samples. Dworsky collected 110 samples from 10 soccer fields in San Francisco, half with grass and half with artificial turf. She has made several trips to Paytan's lab at UCSC, where the samples will be analyzed, and will spend more time there over the summer. Paytan said the results of the study should be available by August.
After meeting Dworsky and starting
A water sample from artificial turf contains particles of the crumb rubber used as fill to keep the plastic blades upright.
to work on the project with her, Paytan said she continues to be impressed by her 8-yearold collaborator. "Obviously, her science background is not like a college student's, but she observes and asks good questions," Paytan said. "She's a smart kid, and she wants to take it to the next step. Beyond the science question, she's also interested in the decisionmaking process when communities decide to replace grass fields with artificial turf."
The issue has been controversial in some communities. According to Paytan, there are advantages and disadvantages to both types of fields. Dworsky's investigation of runoff from grass and artificial turf won't resolve all the controversies, but it will address an issue that has not been well studied. Paytan said a search of the scientific literature did not turn up any prior studies like the one they are doing now.
"I couldn't find anything in the peer-reviewed journals that's comparable. No one has done an extensive comparison study of fields in the same city to look at what's coming off in the runoff," she said. "It just shows that a little girl can do something that's useful for everybody."
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Year 3 – Week Commencing 4 th September 2017
Maths
English
Number and Place Value will be our focus over the next two weeks. Three digit numbers will be explored and they will be working towards securing their understanding of how to partition a number into Hundreds, Tens and Ones. Subsequently, we will be extending onto representing a number by numerals and words so that they can understand how a three-digit number can be partitioned in different ways. Following this, our focus will move to numberlines where we will have to estimate and represent numbers using our prior knowledge of comparing and ordering numbers to 100. In Year 3 the expectation is that children can confidently identify, represent and recognise the place value within three digit numbers up to 1000.
We will be writing our holiday news and kick-starting our unit on Folk Tales. Our focus text for this unit will be 'The Lancashire Giant'. This week is all about creating interest in the genre and exploring the tale in the reading phase. We will do this using magic microphones, question hands, sentence frames, raising questions about characters at different points and drama. Our grammar focus this unit will be centralised around inverted commas (speech and dialogue) and we will be collecting and exploring the use of different prepositions.
Guided Reading sessions will occur each day. Miss Johnston will hear your child read once a week. During the remaining four sessions the children will be partaking in different activities around their text (pre-read, follow up, comprehension & free choice from a selection of books within their current reading level). Home Readers and Reading Records will be sent home from Monday.
Theme
We will be introducing our 'There's No Place Like Home' theme this week. It will be a wonderful topic to immerse the children in Folk Tales and Biographies from Lancashire. They will gain a secure understanding of where they come from and how they are situated in the United Kingdom. Throughout Geography and History, we will be focusing on the pattern of change within Barnoldswick using maps, personal accounts and local walks. Our typical daily timetable will consist of: Early Morning Thinking tasks, Register, Assembly, Spelling, Grammar Warm up, English, Break Time, Maths, Lunch Time, Guided Reading and a Foundation subject (Geography, History, Computing, RE or PSHE).
Extras
- Year 3 Staff are: Miss Lauren Johnston (Teacher), Mrs Amanda Tarn (HLTA) & Mrs Paulette Hylands (TA – Monday, Tuesday, Thursday and Friday mornings).
- French will be on Fridays. PE will be on Tuesdays and Thursdays. Now that the children are making the transition into KS2 we ask that independence and responsibility is encouraged at home. i.e. we are working towards the children recognising what days they have PE and making sure they have their P.E bag into school before then. Long hair should be tied back and earrings/other jewellery should not be worn.
- My PPA time will be on Tuesday afternoon this week. Mrs Tarn will be teaching the class.
- Homework diaries will be updated on Fridays by the children with their spellings and times tables for the week.
- Each week there will be some opportunities for the children to further their learning (e.g. Active Learn, TT Rockstars, worksheets etc.) - login details will be stuck in on the inside of the children's homework diaries.
- We will be encouraging the children to share their learning and progress with someone at home therefore we kindly ask that a parent/guardian signs each week's homework diary entry with their initials – this is something we will be checking with the children in our efforts to encourage them to continue to make super progress and develop their understanding of the curriculum at home and in the community. Spellings/Times Tables check scores will be written in on Fridays so everyone can keep track on how they are doing. | 1,542 | 806 | {
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Resources
NBCDl's resources are designed to deliver developmentally appropriate and culturally relevant information that aligns with the latest research and evidence about nutrition and physical activity.
Good for Me! engages children three to five years old in healthy eating and physical activity by introducing them to a diverse range of fruits and vegetables, hands-on activities, and active play.
Developed in partnership with Oldways, Good for Me! Recipes supports the at-home component of the curriculum, helping families make healthy food together while celebrating heritage, learning, and fun.
Implementation
NBCDI's Health and Wellness programs have been implemented with our Affiliates and partners in:
Good for Me!
With generous support from the Walmart Foundation, the National Black Child Development Institute (NBCDI) has developed the Good for Me! program, a key component of our national initiative to promote culturally relevant healthy nutrition and fitness practices among Black families with young children. Since 2011, we have reached more than 80,000 individuals, including children, parents, caregivers, and teachers, nationwide. The goal of our initiative is to improve outcomes for young children of color by providing strengths-based resources that reflect our children's families, cultures, and communities.
Outcomes
Rigorous evaluation, as conducted by Child Trends, the nation's leading nonprofit research organization, indicates that Good for Me! is culturally relevant, developmentally appropriate, and easy to implement. Highlighted outcomes from our Health and Wellness program include:
* 100% of parents agreed that Good for Me! had a positive impact on their lives and on their children's lives.
* 99% of participating site staff reported that Good for Me! increased participants' engagement in physical activity.
ATLANTA, GA CHARLOTTE, NC CLEVELAND, OH DENVER, CO FORT LAUDERDALE, FL GREATER TAMPA BAY, FL GREENSBORO, NC JACKSON, MS MIAMI, FL MILWAUKEE, WI PHILADELPHIA, PA WASHINGTON, DC
* 96% of participating site staff reported that Good for Me! increased children's consumption of fruits and vegetables.
* 85% of families reported that their children are more willing to try new foods.
* Families reported an increase in the consumption of fruits and vegetables and a decrease in the consumption of fast food and soda.
* Participating site staff reported that Good for Me! increased children's consumption of healthy foods in the classroom while improving their knowledge of and comfort with a range of fruits and vegetables.
About Us: For 50 years, the National Black Child Development Institute (NBCDI) has been committed to our mission to improve and advance the quality of life for Black children and families through education and advocacy. With our National Affiliate Network, we develop and deliver strengths-based, culturally relevant, evidence-based, and trauma informed curricula and programs that focus on health and wellness, family engagement, and literacy. We support increased access to effective education by providing professional development scholarships for early childhood educators. NBCDI, the National Affiliate Network, and our members advocate and inform education policies at the federal, state, and local levels to ensure standards, regulations, and resource allocations support equitable systems for Black children and families. | 1,533 | 654 | {
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Student Notes: Unit 2- The Earth in Space
Part 3 – Earth in Space
How did the Earth Form?
* After the solar system was formed, the objects that began to accrete third closest to the sun became known as our Earth.
* These materials were made up of silicon, iron, magnesium and small amounts of radioactive elements.
* During this time Earth was a very violent place. It was continually bombarded with asteroids and other material and began to gradually cool.
How was the Moon formed?
* Approximately 4.5 billion years ago, a large planet named Theia collided with Earth sending 70% of Earth's surface material into space.
* This material including the remains from Theia began to orbit around the mass that was still left of Earth and accreted into a solid mass called Earth's Moon.
* This process is referred to as the impact theory.
* Due to the impact from Theia, the Earth Earth's north pole was tilted 23.5 o C in the direction the planet Theia was going.
* Today we can see many craters and mountains on the moon which we see as dark and light areas which have been formed by meteoroids impacting it.
* The moon orbits the Earth in an elliptical path.
* We are able to see the moon because it reflects the light from the sun. We do however only see one side of the moon as it rotates with us.
* The moon is the only place in space that humans have been able to travel to.
What happened after the Impact that formed the moon?
* Again, the materials began to cool and layer according to their densities.
[x] highly dense elements fall to the center
[x] less dense elements formed the outside layers
* The layers that were formed are called: Inner Core, Outer Core, Mantle and Crust.
Earth's Continued Heat:
* It took earth 150 million years to cool and form all of its layers.
* Although the Earth cooled, it's core is still an extremely hot place. The reasons why this is so are:
[x] frictional heat eat from when the planet accreted
[x] friction heat caused by denser materials moving to the center, and less dense materials moving outward
[x] core's expansion
[x] decay of radioactive materials
Convection Currents:
* The impact creating the moon caused earth's mantle to begin vigorous convection currents (cycling of materials with different density levels) called mantle convection.
* Mantle convection causes the transfer of the inner heat (called geothermal energy) to the outer, cooler core of the mantle sending this material inward.
* It is believed that convection currents are the reason for crustal movement, volcanoes, earth quakes, geysers and the rock cycle. | 1,078 | 570 | {
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A Visual Faith Experience
The Crippling Power of Fear
By Dr. Dick Hardel
Theme: The Crippling Power of Fear (Luke 8:22-25)
Intended Audience
Small group of participants from 3 or 4 different generations would work very well. Ethnic diversity is a blessing that broadens the scope of faith and life in any small group. One could facilitate this Visual Faith Experience with any small group of youth, young adults, adults, or senior adults.
Outcome of Experience
By the participants sharing fears that remain deep within them, they will learn that they are not alone with having such feelings. They will discuss how such fear cripples them in life and knocks the wind out of them. They will also explore how fear can cause one to disconnect with God or connect with God in the storms of life.
Introduce Experience
enquire today! There seems to be an attraction to or a rush feeling when people are suddenly frightened. Many people love to go on frightening rides at amusement parks, visit dangerous places, engage in life-threatening adventures, or watch terrifying movies. In this visual faith experience we will explore what are the storms of our lives that have knocked the breath out of us and almost stopped our lives. What is the power of fear and how does it cause us to disconnect with God or connect with God? Image Selection
Choose one or two images that connect to a frightening experience you have endured or to the feelings that you had during this life storm.
Facilitators Questions To Guide Group Discussion
1. How does the image connect to the frightening and/or life threatening experience?
2. As you view the image, what are some of the emotions that arise in you?
3. What restored calm and peace to you?
4. What changes in behavior or decisions have you made as a result of this experience?
5. (To the others in the small group) What questions do you have concerning this experience or the response?
Scripture - Luke 8:22-25 (Included at the bottom of page 2)
Image Selection
Think about the people in this short story of Jesus calming the sea. Choose one or two images that would display one or more of the emotions felt by one or more of the people in this story?
The Crippling Power of Fear continued...
Questions to Connect Chosen Image with Scripture
1. With whom in the story does your image connect?
2. Do you think all the disciples in the boat had the same emotions?
3. What might be some of the emotions that Jesus was feeling from the reaction of his friends/disciples?
4. How does this story of Jesus communicate something about the identity of Jesus and why would Luke include this story in his Gospel?
Application
Sometimes God calms the storms around us and other times, God calms the storms within us. What are some storms within you that need to be calmed?
Have you ever had nightmares about being in a life-threatening situation and in need of being rescued? What brings calm to your nightmare? Do you think God is connected to even your unconscious state?
How might Jesus bring calm and peace in the storms you experience?
If the rescue from this storm of life and terrifying fear, was calmed by the action of another or by a medical break through, would it seem less or more to you that God was and is present?
Prayer
enquire today! As the facilitator, create a holy space for the individuals and group to engage in prayer. Invite the participants to think about the images of terrifying events or emotions that were chosen for this experience or the stories of lifestorms told by others in this group. Then each participant use the following litany phase and response for the closing prayer: Individual: As Jesus brought calm and peace from the terrifying fear of a life storm, so bring peace and calm when I feel Group: Deliver us from evil. When all have prayed, join in praying the Lord's Prayer together.
Image Packs
We recommend the Youth Pack (set of 100 printed images) for use with this experience or other images that you may already have. You can find the Youth Pack at: https://vibrantfaith.org/shop/visualfaithcards
Scripture - Luke 8:22-25 22 One day he got into a boat with his disciples, and he said to them, "Let us go across to the other side of the lake." So they put out, 23 and while they were sailing he fell asleep. A windstorm swept down on the lake, and the boat was filling with water, and they were in danger. 24 They went to him and woke him up, shouting, "Master, Master, we are perishing!" And he woke up and rebuked the wind and the raging waves; they ceased, and there was a calm. 25 He said to them, "Where is your faith?" They were afraid and amazed, and said to one another, "Who then is this, that he commands even the winds and the water, and they obey him?" | 1,837 | 1,034 | {
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A Visual Faith Experience
Formula For Being Blessed
By Dr. Dick Hardel
Theme: Formula For Being Blessed (Luke 11:27-28)
Intended Audience
Small group of participants from 3 or 4 different generations would work very well. Ethnic diversity is a blessing that broadens the scope of faith and life in any small group. One could facilitate this Visual Faith Experience with any small group of youth, young adults, adults, or senior adults.
Outcome of Experience
The participants will discuss and discover how they have been blessed to be a blessing. They will learn of the blessings of God as they live out their faith daily. God is always blessing the people even through difficult times.
enquire today! Introduce Experience Throughout Scripture God is present with God's people. God is kind and merciful, slow to anger, and abounding in steadfast love. In the midst of life's journey of ups and downs, of loss and gain, of fear and love, God continues to bless the people to be a blessing. Sometimes it is very difficult to see the difference between a curse and a blessing in our lives. So we will take a close look into our lives to see how God is blessing us and how we might be a blessing to others.
Image Selection
Choose at least two images that display a blessing or connect to a time when you received a blessing from someone.
Facilitators Questions To Guide Group Discussion
1. What is your story displayed in the images you have chosen?
2. When you see a blessing or have been blessed by someone, what emotions do you experience? 3. Have you ever experienced not receiving someone's blessing when you expected to receive it? How did that experience affect you? How did you grow through or beyond those feelings?
4. Whose blessing is it most important for you to receive?
5. Have you, knowingly, ever blessed someone with words that you have said, an action that you took, or just your presence?
6. What are some feelings you have had, when someone mentioned, that they have been blessed by you?
Formula For Being Blessed continued...
Scripture - Luke 11:27-28 27 While he was saying this, a woman in the crowd raised her voice and said to him, "Blessed is the womb that bore you and the breasts that nursed you!" 28 But he said, "Blessed rather are those who hear the word of God and obey it!"
Image Selection
Invite each member of the small group(s) to read the Scripture text carefully a couple of times. Note what word or phrase grabs your attention or curiosity. Then go choose one or two images that connect to the word or phrase that caused you to wonder.
Questions to Connect Chosen Image with Scripture
1. How does the image(s) you have chosen visualize an interest you have in this Scripture text?
2. Why would the woman in the crowd say a blessing of Mary, the mother of Jesus?
What emotions might she have had to speak the blessing? 3. Why does Jesus' formula for being blessed connect hearing God's word and obeying God's word?
4. What words of God sound like a blessing to you?
5. What emotions arise in you when you hear the blessing of God?
Application
enquire today!
Who is someone that you would truly love to bless?
What prevents you from giving that blessing? How do you hear God's word in the midst of the busyness of your life?
Have you ever had an adult put hands on your head, face, or shoulder, and pray aloud for God to bless you?
How did that feel?
How has a blessing you have received strengthened the action of your faith in Christ?
Formula For Being Blessed continued...
Prayer
As the facilitator, create a holy space for the individuals and group to engage in prayer. Invite them to sit in pairs with the chairs set closely so that they are facing one another.
Instruct them to begin by one of the pair making the sign of the cross upon the forehead of their blessing partner and sharing: You are a blessing to me because you…
After all stated the blessing they have received have them gather together in a holy hug (groups hug) and the facilitator will bless the group with one of the following blessings from Scripture:
Numbers 6:24-26
The Lord bless you and keep you; the Lord make his face to shine upon you, and be gracious to you; the Lord lift up his countenance upon you, and give you peace.
OR
Galatians 1:3-5
enquire today!
Grace to you and peace from God our Father and the Lord Jesus Christ, who gave himself for our sins to set us free from the present evil age, according to the will of our God and Father, to whom be the glory forever and ever. Amen
Image Packs
We recommend the Assorted Set B (set of 100 printed images) for use with this experience or other images that you may already have. You can find the Assorted Set B at: https://vibrantfaith.org/shop/visualfaithcards | 1,851 | 1,051 | {
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Physical Education
PE Learning Objectives taken from the National Curriculum.
EYFS ages and stages of development taken from the Early Years Foundation Stage Framework.
EYFS
The Early Years Foundation Stage (EYFS) sets standards for the learning, development and care of children from birth to 5 years old.
The Early Years Foundation Stage (EYFS) framework supports an integrated approach to early learning and care. It gives all professionals a set of common principles and commitments to deliver quality early education and childcare experiences to all children.
Below are the Ages and Stages of development for Physical Education (Moving and Handling). As well as offering a wide range of opportunities for developing fine and gross motor skills on a daily basis, through our continuous provision, all children access extra P.E sessions from an outside agency every Wednesday. These sessions are carefully organised to cater for children's specific strengths, areas of development and are accessible for all children including those with specific SEN's. Teachers work closely with the coach in order to plan and provide children with the opportunity to experience a variety of different activities including dance, gymnastics, yoga and games.
Key Stage 1
Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.
Key Stage 2
Pupils should continue to apply and develop a
Pupils should be taught to:
1.1 master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities,
1.2 participate in team games, developing simple tactics for attacking and defending,
1.3 perform dances using simple movement patterns.
Pupils should be taught to:
2.1 use running, jumping, throwing and catching in broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.
Swimming and water safety
All schools must provide swimming instruction either in key stage 1 or key stage 2.
isolation and in combination,
2.2 play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending, 2.3 develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics], 2.4 perform dances using a range of movement patterns, 2.5 take part in outdoor and adventurous activity challenges both individually and within a team, 2.6 compare their performances with previous ones and demonstrate improvement to achieve their personal best.
Pupils should be taught to:
3.1 swim competently, confidently and proficiently over a distance of at least 25 metres 3.2 use a range of strokes effectively [for example, front crawl, backstroke and breaststroke] 3.3 perform safe self-rescue in different water-based situations. | 1,470 | 681 | {
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Saltholme
Finding your way around
To discover what makes RSPB Saltholme so special for nature, start exploring today.
Lake walk
Kestrel trail
A 20-minute stroll around this 0.7-mile circular trail takes you to the wildlife garden, Paddy's pool hide and the wildlife watchpoint.
In the summer months, remember to pause in the wildlife garden and watch colourful butterflies flutter through the scented flowerbeds. You might even find some inspiration to help you give nature a home in your own garden.
This is a tranquil, half-mile extension to the Lake walk.
As you circle the meadow, listen out for the beautiful summer song of the skylark. Kestrels hunt voles and mice over the short grass in winter.
Wildflower walk
Allow 20 minutes to walk this hilly, 0.7-mile addition to the Kestrel trail.
Dragonfly path
This 0.9-mile linear path offers different wildlife wonders with every season. Allow around 20 minutes to walk from the visitor centre to the end of the trail at Saltholme pools hide.
On a summer's day, you'll experience the whirr of wings as a multitude of colourful dragonflies dart to and fro, like jewelled arrows.
Wilderness trail
This 1.3-mile path links the Kestrel trail and the Wildflower walk. Although it's way-marked, it's off the beaten track and certainly not for the faint-hearted!
Allow 40 minutes to clamber over stiles and wade through the mud to get a real sense of how wild this wet grassland reserve really is.
In winter, marvel at the vast flocks of ducks and geese that have flown here to escape the harsh continental weather.
Scan the grassland for pretty, yellow cowslips in spring, and keep your eyes to the skies in winter, when starlings perform their aerial displays.
Come winter, Saltholme pools hide is a great place to take in spectacular views of ducks, geese, swans and wading birds as they gather in their thousands.
Key
Robust footwear and a sense of adventure are a must!
To Greatham Creek
Haverton
Hole pools
The Lake
Paddy’s
pool
Back
Saltholme
pool
West
Saltholme
pool
East
Saltholme
pool
A178
Allotment
pool
Wildlife
watchpoint
Phil Stead
hide
Paddy’s
pool hide
Saltholme
pools hide
Pedestrian
entrance
Walled
garden
Main
entrance
Huntsman Drive
Private road
Clarence
Scrub
A1185
Private road
To Greatham Creek and
the Teesmouth National
Nature Reserve
Dorman’s
hide
Water
Grassland
Reedbed
Trees and bushes
Meadow
Visitor centre
Parking
Viewpoint
Play area
Discovery zone
The trails are made of crushed stone – most are pushchair- and wheelchair- friendly. Some places might be a bit more challenging, so talk to us at reception before you set out.
Two mobility scooters can be
borrowed from the visitor centre.
S
W
N
E
Haverton viewpoint
is
a great place to look for
bitterns
, which are shy
relatives of
herons.
As you wander along
the
Kestrel trail
in
spring, look out for
hares
boxing in the
grassy fields.
In winter watch
for
short-eared
owls
along the
Dragonfly path.
Thousands of
water
birds
get together
on this pool during
the winter.
Cows
and
sheep
graze this wet
grassland, creating
perfect conditions for
lapwings
to nest.
In summer listen
to the noise of the
clamering colony of
common terns
and
black-headed gulls.
You’ll have to look
carefully to spot
shy
water rails
creeping along the
water’s edge near
the
visitor centre.
For more information about the
accessibility of RSPB Saltholme,
please visit
rspb.org.uk/saltholme
Follow the A178 for about 1.2
miles, until you reach
Greatham
Creek
on your left. From here,
you can see Saltholme’s colony
of
harbour seals
. Check the best
viewing times at Reception.
Jubilee viewpoint
gives you another
perspective on the
reserve.
Railway line
Bridge
Cycleway and
footpath
Dorman's (RSPB
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Beverly Pepper
ArtLAB
CUT, CARVE, & SCULPT:
Your Own Triad
Have you noticed the change in artworks at Westfield UTC mall? This year Museum of Contemporary Art San Diego (MCASD) is excited to present the work of American sculptor Beverly Pepper and has designed playful artmaking activities for you to make at home.
Start exploring.
About the Artist
Beverly Pepper (1922–2020) was an American artist known for her monumental sculptures, land art, and site-specific installations. She remained independent from any particular art movement and experimental in her practice.
She began her artistic career at the age of sixteen, not much older than you. She studied painting, design, and photography in New York and Paris and traveled extensively.
After a trip to Angkor Wat, Cambodia, in 1960, she was inspired by the temple ruins surviving beneath the jungle growth. Initially, she made sculptures by carving wood, but rather than traditional chiseling tools, she used power tools. Pepper created several distinctive triad compositions, from slender tall figures to monolithic blocks that recall
SHOP YOUR HEART OUT OCTOBER 23 –NOVEMBER 1, 2020
It pays to be kind. Westfield is hosting a nationwide campaign for customers to shop at our centers while simultaneously supporting local and national non-profit organizations. The Museum of Contemporary Art is one of the local beneficiaries. Help bring art to more people today.
ancient Greek and Egyptian traditions of representing three gods as one entity. Later in her life, Pepper developed sculptures using highly polished stainless steel with painted interiors. From the very beginning of her career, she created works to be displayed outdoors--as they are here at the mall.
Explore
Before you head home, take a closer look at Zeus Triad (1997-99).
* What does this sculpture remind you of?
* How was it made? What do you notice about the forms?
* How does the title complement the composition or not?
Are you now ready to create your own sculptures, inspired by Beverly Pepper's Zeus Triad? Pepper created these stand-alone columns by carving a malleable material such as wax or clay and then cast it in bronze.
Fun Fact
Casting is a process in which a liquid material is usually poured into a mold of the desired shape, and then allowed to solidify. The solidified part is known as a casting, taken out of or broken out of the mold to complete the process, just like making soap bars.
Beverly Pepper
ArtLAB
INSTRUCTIONS
The malleable material is soft-bar laundry soap. It is soft and easy to cut and carve. Take the bar of soap and cut it into three columns (or rectangular prisms). Then carve to transform your soap bars into abstract compositions similar to one another–like a triad.
1. Use the soap bar diagram and silhouette drawings (below) of Pepper's Zeus Triad to sketch out the carvings you would make into your soap bars.
2. Use the tools provided or any other carving tools you might have at home: wire, fishing line, butter knives, baking spatulas, or potato peelers make great tools.
3. Carve one at a time or all three little by little. As you carve, think about how each column will complement each other to form your triad.
Tips
* Have a small glass of warm water nearby.
* Have paper towels nearby to help clean up excess water or wipe your hands.
* Use a small amount of warm water on your fingertips to help mold and sculpt the soap.
* To add two pieces together, score (scratch) each side, lightly wet them with your fingertips, and press together. You will need to let the conjoined parts dry solid before continuing to work with them.
Be creative!
Resources
www.mcasd.org/blog/artlab-take-home-editionback https://landmarks.utexas.edu/artwork/ harmonious-triad https://en.wikipedia.org/wiki/Casting | 1,630 | 821 | {
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Toddler Milestones 24-36 Months
Milestones
Milestones are the markers of time in which your child should achieve certain skills. These skills build upon themselves to help your child advance into more complex abilities, such as rolling over, then sitting up, then crawling, and then walking. The four developmental areas we will look at are Cognitive, Language and Com munication, Social and Emotional, and Physical.
Cognitive Development
At two, a toddler is just trying to understand how the world works—like where food comes from or when something typically occurs in their day. They also understand more complicated concepts of time, such as 'soon or later.' They will also have a simple understanding of cause and effect, such as knowing that putting food on the floor may get it eaten by the dog. As they move closer to age three, they might mix up coincidence with cause, such as thinking that the sun goes down because it's tired, or that Dad caused it to rain because he took his umbrella to work.
Language and Communication Development
By now, your child has a good understanding of language and comprehends a lot more than they can speak. Experts believe that a two-year-old has a vocabulary of about 50 words. By three-years-old, your child will know about 200!
Social and Emotional Development
Your child's personality is really emerging! By watching you and your family interact with each other, they are beginning to understand concepts like love, trust, kindness, and empathy. Your love and great care for them has taught them to feel secure. Their separation anxiety should be getting less, and they'll begin feeling more comfortable going to others. They're also likely enjoying playing alongside other children.
Physical Development
Another big area of change as your child cruises through their second year is their ability to move and get around! They are running and climbing and are much more coordinated. They can climb up and down stairs on their own, one big step at a time, but will soon master stairs like a pro! They can stand on their toes, and will begin balancing on one foot for a second. While your busy two-year-old is giving their big muscle movements a workout, they are also working on their fine motor skills. While learning to catch with outstretched arms, they are also learning to coordinate hands and eyes to throw a ball to you. Those agile little fingers can also imitate circular and vertical strokes and pull zippers and snaps with little help from you.
Potty Training
Usually around age two, you can begin potty training. If you feel your child is ready, then you are going to need time and patience to make it happen. Check out other resources that will guide you through this process. Some signs that your child may be ready are: they'll warn you if they need to pee or poo, they complain about their diaper, they are able to pull their pants down or off and put them back on, and finally they are curious about the potty and willing to sit on it.
©2001-2020 True to Life Productions
Fact Sheet
Cognitive Milestones
* Is more independent
* Is able to sort shapes and colors
* Knows their first name, age, and gender
* Understands routines
Physical Milestones
* Climbs, jumps, runs
* May catch a ball/throw a ball
* Walks up and down stairs, holding on
* Copies circular and vertical strokes
* Manages some buttons, zippers, lids
* Makes a tower of six blocks
Toddler Milestones 24-36 Months
Social/Emotional Milestones
* Engages in pretend play
* Plays independently alongside other children
* Shows feelings for others and understands relationships
* Expresses feelings, sometimes in tantrums
* Understands right from wrong in simple situations
Language/Communication Milestones
* Uses words and sentences to communicate
* Knows about 200 words
* Makes a sentence of two to three words
* Understands possessive and progressive actions, such as "my ball"; "I playing"
* Understands spatial words (in, on, under)
When to Call Your Medical Provider
Remember that kids are unique and achieve their milestones each at their own pace. But if your child hasn't hit the following milestones, then you should call your medical provider:
* Doesn't speak
* Doesn't follow simple directions
* Doesn't engage in pretend play
* Doesn't jump or climb
* Has severe separation anxiety
* Can't make strokes with a crayon or a pencil
* Has lost skills they once had
* Shows weakness on one side of their body
Of course, if you are concerned for any reason about your child's development, then call your medical provider.
Resources:
1. Nelson textbook of pediatrics, v2.0,
2. Zitelli and Davis' Atlas of Pediatric Physical Diagnosis
3. https://sleep.org/articles/moving-toddler-crib-to-bed/ and https://sleep.org/articles/moving-toddler-crib-to-bed/
©2001-2020 True to Life Productions | 1,973 | 1,048 | {
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The Four Steps of Food Safety
According to the USDA, one in every six Americans will get food poisoning this year. Don't be one of them! Simply follow the four steps we've outlined below in order to make your home a safe place to eat.
Step One: Wash
* Bacteria can be hardy, and the last thing you want to do is start with items that are covered in germs. Your hands, tools, and foods should all be clean before you cook.
* Start by washing your hands. Use soap and running water, and make sure to scrub for at least 20 seconds. Don't feel like counting? Just sing "Happy Birthday" to yourself twice -- that's about how long it takes to wash your hands well. Don't worry, it doesn't actually have to be your birthday.
* Once your hands are clean, scrub your tools. Follow the USDA's advice and "Wash cutting boards, dishes, utensils, and counter tops with hot, soapy water after preparing each food item and before you go on to the next item." Make sure everything is clean before you begin preparing a meal too.
* Now that your hands, counters, and implements are clean, it's time to wash your food. Scrub any fruits or vegetables thoroughly -- even if your next step is peeling them!
Step Two: Separate
* Cross-contamination is a huge part of many food poisoning cases. Steer clear of it by keeping raw meat, poultry, seafood, and eggs separate from all other foods.
* Begin in the grocery store or market. When you shop, keep these items away from the rest of your purchases, then bag them separately.
* When you arrive home, put these items in their own sealed containers and into the refrigerator right away. This will reduce the risk of them "leaking" onto other foods and contaminating them. If you don't plan on using meat, poultry, or seafood right away, place it directly into the freezer.
* Keep eggs in the main part of the refrigerator, not the door.
* When it is time to prepare your meal, keep the raw eggs, seafood, meat, and poultry away from the ready-to-eat foods. Use one cutting board for the raw foods that can cause contamination, and another for everything else. Use one set of utensils and plates for raw foods and another for cooked items. After you're done with all of these tools, wash them thoroughly.
Step Three: Cook
* According to the USDA, "the bacteria that cause food poisoning multiply quickest in the 'Danger Zone' between 40˚ and 140˚ Fahrenheit." It's important to cook your food thoroughly and keep it at the right temperature.
* Use a food thermometer to make sure that your meal has reached the right temperature. To check, place the thermometer in the thickest part of the food, and compare your reading to the USDA's cooking temperature guide, which is available at http://www.foodsafety.gov/keep/ charts/mintemp.html. Wash your thermometer thoroughly after each use.
* Keep food at or above 140˚ Fahrenheit.
* If you're using the microwave, make sure the food reaches 165˚ Fahrenheit. Stir it at least once, halfway through cooking.
Step Four: Chill
* Steer clear of countertops! Defrost or marinate foods in the refrigerator or cold water. This will discourage bacterial growth.
* Once you're done with your meal, get your leftovers into the fridge right away. Food should be chilled within two hours, and only one if it's summertime.
* When in doubt, throw it out! You can't always tell by sight or smell whether harmful bacteria have begun to grow on your leftovers, so use the USDA's safe storage times chart instead. Access it at http://www.foodsafety.gov/keep/charts/ storagetimes.html.
For more information, visit http:// www.fsis.usda.gov/Food_Safety_Education/ Check_Your_Steps/index.asp | 1,386 | 819 | {
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18.03–14.05
Zachęta — Narodowa Galeria Sztuki | Zachęta — National Gallery of Art
Gordon Parks: I Use My Camera as a Weapon
Curator: Joanna Kinowska
The title of the exhibition I Use My Camera as a Weapon is a quotation from Parks' first and most important published writing, A Choice of Weapons. That title is the key to his life philosophy and it has to do with choosing your tools precisely in order to reach your goals. It also refers to a form of activism and the struggle for social equality.
Looking at his photographs several decades after they were first published, one wonders about the kind of photojournalist he was. How did he select his subjects? What was his approach when photographing people and how did he treat his subjects? This exhibition presents a selection of 80 photographs by Parks. Some of them are iconic, some are lesser known. As a photographer, he was first of all a humanist, a concerned human being. "I had chosen my camera as a tool of social consciousness. Common sense told me I had to have sufficient understanding of what was right or wrong, otherwise that camera could eventually become my own enemy."
Gordon Parks may be considered a true incarnation of the American myth of a self-made man. Born as the fifteenth child of Mr. and Mrs. Parks, he had to fight for survival, for jobs, for means to support his family, and finally he fought for African American civil rights. He lived 93 years and witnessed change, both on a macro and micro scale. Pathos is unavoidable when speaking about the first black photographer to be hired by such magazines as Life or Vogue. He was a writer, a poet, a composer and a Hollywood director. He published several memoirs, in which he stressed the importance of becoming a "somebody": a rightful citizen of the United States, a respected man, but also respectful of other people.
Parks' engagement in the struggle for social equality was appreciated by both sides. He would engage with his subjects on a long-term basis, witnessing their everyday lives. He aimed for authenticity. His photographs were later presented in the most important illustrated magazine in the world. However, it was a body of work about New York City's crime that got him the attention of Life's editors. Parks was allowed to enter the lives of black people with ease. He was close and understood the community and he was competent in showing their greatest struggles to white people. This is also what Roy Stryker, the head of documentary photography in the Farm Security Administration (FSA) project, fought for. He was the man who taught Parks lessons on visual storytelling and ultimately formed him as a photographer. He was the one who suggested to Parks to approach Ella Watson, a janitor at the FSA building. The photograph he took of her resembles the famous painting by Grant Wood entitled American Gothic, and it eventually became one of the most important photographs of the 20th century.
This exhibition follows the organizational principle Parks introduced in his own archives. The chronological order is at times interrupted by thematic coherency. Chronology and narrative, when presented side by side, reveal the photographer's unique ability to feel comfortable in extreme social circumstances. That same kind of sensibility was at work when he was portraying the beggar in Estoril, Portugal, and the countess in Paris. He had his preferred way of working, his storytelling devices, his favorite ways of seeing and framing the world. He has learned the lessons of modernism, which are particularly noticeable in his early works, but his legacy is not one of style. It's the focus on people that's at the core of his work. "At times, especially in the adolescence of my career, I allowed my camera to pass judgment upon people without first taking time to understand them. I took refuge in the erroneous adage that 'a photograph never lies.' Since then, I have learned that what a man is does not always show on the face he wears. Usually there's a deeper truth submerged inside, often imprisoned by his most constant enemy — himself."
Looking at Gordon Parks' photographs today, the faith in the image and its meaning is restored. These photographs approximate the history of the 20th century, a history of transformations that took place not only in the United States. However, the right context is crucial for understanding them. Most importantly, they require engagement and curiosity on the part of the viewer. Throughout his life, Parks was fighting against prejudice and proved even the smallest change is worth the effort. We do have a choice. All we need to do is to make it.
The United States Embassy in Poland is the sponsor of the exhibition Gordon Parks: I Use My Camera as a Weapon.
The exhibition will be displayed at the Wrocław Contemporary Museum between May 26 and August 16, 2017. | 1,881 | 1,000 | {
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On a construction site
Task 1
The following signs are from a British construction site. Write equivalent signs for a construction site in Germany.
2.
Task 2 "Track 1"
Listen to the audio-CD and label the site plan below.
Pete Oldham: Englisch an Stationen Klasse 10 µ © Auer Verlag – AAP Lehrerfachverlage GmbH, Donauwörth± 06859
Name:
A house
Task
Label the exterior and interior views of a house with words from the box below.
basement / cellar first floor roof stairs window attic / loft balcony chimney garage side wall
Exterior view
Interior view
Pete Oldham: Englisch an Stationen Klasse 10 µ © Auer Verlag – AAP Lehrerfachverlage GmbH, Donauwörth± 06859
Name:
Home repairs
Instructions for working with plaster
Store plaster in dry conditions and for no longer than two months. Do not pile more than ten " " sacks on top of one another.
After you mix plaster and water together, the mix starts to harden quickly. Plaster must be " " mixed in small quantities that can be used quickly.
Always add plaster to water and not the other way around. If water is added to plaster, the mix " " will not be smooth.
If the air is warm, plaster dries faster. Apply plaster quickly in warm conditions. " "
Clean the tools used to work with plaster after using them. Dirty tools will damage the quality " " of the plaster.
Task 1
Find the English verbs in the instructions which correspond the the German verbs below.
1. mischen
7. erhärten
2. anfangen
8. dazugeben
3. lagern
9. säubern
4. verbrauchen
10. beschädigen
5. trocknen
11. auftragen
6. stapeln
Task 2
Complete the following sentences with either have to or mustn’t .
You 1 store plaster in dry conditions. You 2 store it for more than two months. You 3 pile more than ten sacks of plaster on top of one another. You 4 add plaster to water. You 5 add water to plaster. You 6 mix plaster in large quantities. You 7 use the plaster quickly. You 8 use the plaster even more quickly when it is warm. You 9 use clean tools when you mix plaster.
Pete Oldham: Englisch an Stationen Klasse 10 µ © Auer Verlag – AAP Lehrerfachverlage GmbH, Donauwörth± 06859
Name:
At a factory
Task 1
The following signs are from a U.S. factory. Write equivalent signs for a factory in Germany.
1.
2.
WARNING
Only authorized personnel wearing protective clothing, hard hats and ear protectors are allowed entry.
Task 2
"Track 2"
Listen to the audio-CD and label the bench saw (= Tischkreissäge).
1.
2.
3.
4.
5.
6.
7.
8.
Pete Oldham: Englisch an Stationen Klasse 10 µ © Auer Verlag – AAP Lehrerfachverlage GmbH, Donauwörth± 06859
Name: | 1,281 | 789 | {
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National Breastmilk Feeding Recommendations & Guidelines
- Breastmilk is considered as food by CDC and OSHA. Breastmilk is NOT a bodily fluid and does NOT require universal precautions. View the CDC guidelines at www.cdc.gov/breastfeeding/faq/index.htm and OSHA ruling at https://www.osha.gov/pls/oshaweb/owadisp.show_document?p_table=INTERPRETATIO NS&p_id=20952
- American Academy of Pediatrics reaffirms its recommendation of exclusive breastfeeding for about 6 months followed by continued breastfeeding as complementary foods are introduced with continuation of breastfeeding for 1 year or longer as mutually desired by mother and infant. ....end of document last paragraph Research and practice in the 5 years Since publication of the last AAP policy statement have reinforced the conclusion that breastfeeding and the use of human milk confer unique nutritional and nonnutritional benefits to the infant and the mother and in turn optimize infant child and adult health as well as child growth and development. Recently published evidence-based studies have confirmed and quantitated the risks of not breastfeeding. Thus infant feeding should not be considered as a lifestyle choice but rather as a basic health issue. As such the pediatrician's role in advocating and supporting proper breastfeeding practices is essential and vital for the achievement of this preferred public health goal. www2.aap.org/breastfeeding/files/pdf/Breastfeeding2012ExecSum.pdf
- World Health Organization recommends mothers worldwide to exclusively breastfeed infants for the child's first six months to achieve optimal growth, development and health. Thereafter, they should be given nutritious complementary foods and continue breastfeeding up to the age of two years or beyond. www.who.int/mediacentre/news/statements/2011/breastfeeding_20110115/en/
- Mothers who desire to continue providing breastmilk for their child for longer than one year should be encouraged to do so.
Breast Milk Storage Guidelines - for the Child Care Facility
| Location | Temperature | Storage Time |
|---|---|---|
| Refrigerator - fresh milk | 40º or below | 48 hours |
| Refrigerator - previously frozen milk | 40º or below | 24 hours |
| Freezer | 0º or below | 3 months |
Sources: Florida Administrative Code, Child Care Standards, 2013 and the Academy of Breastfeeding Medicine, 2010.
- Breast milk is considered a food - no special precautions are needed.
- Refrigerate bottles immediately when brought to the facility.
- Use the oldest milk first.
- Thaw frozen breast milk in the refrigerator or under cold running water
- Warm milk by placing in a container of warm (not hot) water or under warm running water.
- Throw out any unused milk left in the bottle after a feeding or within 1 hour.
- Ask the parents if they would like any leftover milk sent home.
The Breastfeeding Friendly Child Care Facility Award is a joint project of Florida Dept. of Health & Florida Breastfeeding Coalition | 1,380 | 621 | {
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Welcome to Year R
The Year R Teaching Team
*Class teacher : Mrs Bruton
*Teaching Assistant – Mrs Rhys-Jones
The Essentials!
* Please could all children have their P.E kits (shorts, t-shirts and daps) in school with them every day. In winter they will also need warm jogging bottoms for games outside, and a warm top also (preferably blue or black – don't worry too much if it isn't). PE will be on a Monday and Tuesday.
*Please could all sweatshirts and cardigans be named.
*Book bags need to be in school every day please.
*A pair of wellies to be kept in school please.
This Term's Topic
All about me and Autumn
* Settling in
* What we look like
* Getting to know one another
* Where we live – different types of houses
* Harvest – what is it, how do we celebrate it?
* Autumn – what is it, what happens?
Maths
* Whole class input – focussing on all the different aspects of Maths – shape, pattern, measures, numbers ….
* Group work
* Play based activities
Literacy – Reading and Writing
We use RWI Phonics to teach the children how to read and write.
Children will undertake work related to phonics everyday.
They will learn 44 sounds to begin with, split up into small groups (please try to use 'Pure Sounds', and not letter names.
Once they have learned all the sounds in a group, they will begin to read simple words using these sounds (green words). This is known as Fred Talk. They will also learn to read words which can not be sounded out (red words).
Children will have a word box containing green words and red words for them to practise reading at home (as well as in school), along with their sound cards.
Homework
* Children's homework will be focused on reading.
* Little and often is the best policy!
* Please listen to them read their book, words and sounds – they do not need to do everything every night.
*
After Christmas, children will have the opportunity to undertake 'Topic based' homework. This will be set at the beginning of the term and due in at the end of the term, where they will have a chance to share their work with the class. There will be a list of ideas from which the children will need to choose one. A lot of the options will be practical based.
Reading Stars
* To encourage children to read regularly at home, the school is continuing with the 'Reading Stars' initiative
* Each time they gain 5 stars, they will receive a certificate
* If a child reads 5 times each week and a parent signs their reading diary they will receive a star on a chart
Tapestry
* To ensure you are able to access Tapestry, please ensure the Office has an up to date email address for you.
* Your child's photo may end up on other children's accounts (because of group photos being taken), please let me know if you do not wish this to happen.
How to help your child
* Read stories to your child
* Cooking
* Talk, talk, talk ……..
* Play games
* Encourage independence – getting dressed, cutting up food, having a go at new things
* Visit the library
* Sing, dance, make music
* Role play
* Get messy! | 1,221 | 711 | {
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(800) 337-8598 • (231) 922-4850 www.northernlakescmh.org
Healthy sleep habits can make a big difference in your quality of life. Healthy sleep habits are often referred to as good "sleep hygiene." Practice the following sleep recommendations consistently:
* Stick to a sleep schedule of the same bedtime and wake up time, even on the weekends. This helps to regulate your body's "clock" and could help you fall asleep and stay asleep for the night.
* Practice a relaxing bedtime ritual. A relaxing routine before bedtime (conducted away from bright lights) helps separate your sleep time from activities that can cause excitement, stress, or anxiety, and of which can make it more difficult to fall or stay asleep.
* If you have trouble sleeping, avoid naps, especially in the afternoon.
* Exercise daily with your healthcare provider's approval. Vigorous exercise is best, but even light exercise is better than no activity. Exercise at any time of day, but not at the expense of your sleep.
* Evaluate your room. Design your sleep environment to establish the conditions you need for sleep. Your bedroom should be cool— between 60 and 67 degrees—and free from any noise or light. Check your room for noises or other distractions. Consider using blackout curtains, eye shades, ear plugs, "white noise" machines, humidifiers, fans, and other devices.
* Sleep on a comfortable mattress and pillow.
* Use bright light in the morning to help manage your circadian rhythms. Avoid bright light in the evening and expose yourself to morning sunlight.
Guide for Healthy Sleep
* Avoid alcohol, cigarettes, caffeine and heavy meals in the evening. Alcohol, cigarettes and caffeine can disrupt sleep. Eating big or spicy meals can cause discomfort from indigestion that can make it hard to sleep. If you can, avoid eating large meals for two to three hours before bedtime.
Wind down and avoid electronics before bed.
* Your body needs time to shift into sleep mode, so spend the last hour before bed doing a calming activity such as reading. For some people, using an electronic device such as a laptop can make it hard to fall asleep, because the light from the screens is very activating to the brain.
* If you can't sleep, go into another room and do something relaxing until you feel tired. It is best to take computers and televisions out of the sleeping environment. Use your bed only for sleep to strengthen the association between bed and sleep.
* If you're still having trouble sleeping, don't hesitate to speak with your healthcare provider or to find a sleep professional. You may also benefit from recording your sleep in a Sleep Diary to help you better evaluate patterns or issues you may see with your sleep or sleeping habits.
Credit: National Sleep Foundation 2019
SERVING PEOPLE IN CRAWFORD, GRAND TRAVERSE, LEELANAU, MISSAUKEE, ROSCOMMON AND WEXFORD COUNTIES. | 1,147 | 606 | {
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Bronchiolitis
Bronchiolitis is a viral infection affecting the small airways of the lungs and is usually caused by RSV (Respiratory Syncytial Virus). It usually affects children under one year and is most common in those less than six months old during the winter months.
Most children are not seriously unwell and make a complete recovery. However, some children are more severely affected and require hospitalisation. Children at increased risk of a more severe illness include those who were born prematurely or who have other lung or heart conditions.
What are the symptoms?
| | Initially: | As the illness develops: |
|---|---|---|
| Runny nose | | |
| Cough | | |
| Blocked nose | | |
How is it treated?
Medicines such as antibiotics do not usually help with bronchiolitis.Treatment is supportive and includes helping infants with their feeding and breathing.
Patient
Information
Bronchiolitis
Can it spread to others?
The virus is spread by droplets in the air during the first few days of the illness. This may cause similar symptoms in other young babies or cold symptoms and wheeze in older children and adults.
Care at home?
- Do not smoke around your child as we know this can make the illness worse.
- Raising the head of the cot slightly can assist babies breathing.
- Feed the child little and often to prevent tiring due to being unable to breath and dehydration.
Who should see their General Practitioner (GP) or seek hospital help?
- Unsure and need advice.
- Very fast or irregular breathing.
- Feeding less than half of normal.
- Worsening cough.
- If your baby turns blue or becomes pale and sweaty call 999.
- Very drowsy and sleepy.
Which Children Need Admission to Hospital?
Hospitalisation is necessary in about 3 in 100 babies with bronchiolitis. Usually this is because their breathing or feeding
Patient
Information
Bronchiolitis
has worsened to the point that they require oxygen and help with feeding in the form of a feeding tube or an intravenous drip.
How long will it last?
Symptoms are usually worst during day three or four of the illness. In total bronchiolitis lasts about 10 – 14 days but an irritating cough may continue for several weeks more.
Where can I Find more Information?
http://www.nhs.uk/Conditions/Bronchiolitis/Pages/Introduction.a spx
Patient
Information
Bronchiolitis
Please retain this leaflet for future reference.
For further advice or information you can telephone your local Minor Injury Unit (MIU):
Chippenham Community Hospital
Rowden Hill Chippenham SN15 2AJ
Tel: 01249 456 403/4
Open: 07:00am to 23:00pm; Seven days a week
Trowbridge Community Hospital
Adcroft Street Trowbridge BA14 8PH
Tel: 01225 711 329
Open: 07:00am to 23:00pm; Seven days a week
From 1st January 2019 smoking will not be permitted on any NHS site in England. Smoking will not be permitted within any of our buildings or anywhere outside on our sites. Smoking facilities will not be provided. Please be considerate of others when vaping in hospital grounds
This information sheet is available to order in other languages and formats. If you would like a copy, please contact us on 01793 604031 or email firstname.lastname@example.org
Document Control
Division: Unscheduled Care
Department: Emergency Department
Approved Date: June 2019
Next Review Date: July 2022
Document Number: USC - PIL0050
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Planning Activities 11th January – 5th February 2021 (Week 2)
Activity
Bee-Bots (in) –For children to learn to how Sound Lotto (in) For the children to listen
| A bee-bot for each child. | Sound Lotto game | outdoor space | |
|---|---|---|---|
| Understanding of the World – to operate simple equipment, to demonstrate an understanding of ICT and how things work. Communication and Language – to talk about how the bee-bot is moving, to use talk to clarify their thinking e.g. how does the bee-bot work? | Communication and Language – to listen to and follow keyworker’s instruction; to listen to the different sounds; to talk about what they can hear offering suggestions what it could be. | | Physical Development – moving bodies in a variety of ways, |
| | | | demonstrating awareness of space/others; to learn |
| | | | actions to games/songs/rhymes and to have a go at these |
| | | | actions. To move with increasing confidence in a circle. |
| | | | Personal, Social and Emotional Development – to work in |
| | | | a small group, to join in with the playground games, to |
| | | | have a go at new activities. |
| Personal, Social and Emotional Development – to be confident to try out new activities; to use/handle resources with care. Physical Development – to move the bee-bot using a variety of controls, to use their fingers to push buttons. | Personal, Social and Emotional Development – to take turns, share resources and to play a game alongside a small group of children. Mathematics – to count how many more cards they need to place on their board. | Communication and Language – to develop vocabulary through games, songs and rhymes. Expressive Arts and Design – to demonstrate enjoyment through games, songs and rhymes. Mathematics – to use fingers and bodies to count; To explore shape and space; | |
| How does it work? What do we need to do? I wonder which way it will move next. How can we make it move this way? Forwards, backwards, left, right, around, twirling, slowly, quickly, battery, on/off, buttons, charging/charged. | What can you hear? Can you tell me about the sound? I wonder what it could be… Game, sounds, listening, objects, cards, boards, taking turns. | How many have we got left now? Who could be the farmer/wife/child etc. What way should we move our bodies to this song? Ring-a-roses, The Farmer in the Den, playground games, circle, singing, rhyme, actions, moving. | |
| For all children to use a Beebot, with or without an adult supporting. For most children to navigate the Beebot with confidence For some children to talk about how the Beebot moves. | For all children to listen with interest and have a go at playing the sound lotto game. For most children to take turns to share resources and to follow simple instructions. For some children to guess the sound and describe what they can hear. | For all children to ‘have a go’ and join in with the activity For most children to sing familiar games, songs and rhymes and join in with the variety of actions. For some children to offer suggestions that we can sing or act out in the circle. | |
Playground Games (out) – For children to participate in a Marble Painting (in) – For the children to explore what | 1,393 | 783 | {
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No.
5.1
5.2
5.3
5.4
5.5
5.6
5.5
5.6
Question
Linear/arithmetic sequence
Common difference
Geometric sequence
Term
The nth term
N
The first 10 square numbers are
The first 5 cube numbers are
Unit 5 - sequences
Answer
A number pattern which increases or decreases by the same amount each time
The amount the sequence increases or decreases by between each term
A number pattern that uses multiplication between each term
A number in a sequence
The general rule for a number pattern
The term number in the sequence e.g. when n = 10, th
this is the 10 term in the sequence
1, 4, 9, 16, 25, 36, 49, 64, 81, 100, 121, 144
1, 8, 27, 64, 125
Year 9 – Maths – Autumn 2
| Unit 6 – expanding and factorising | | | |
|---|---|---|---|
| No. | Question | Answer | Example |
| 6.1 | Like terms have what? | “SAME LETTER, SAME INDEX” | 2𝑥2 and 4𝑥2 2𝑥and 4𝑥 |
| 6.2 | Simplify | Collect like terms | 2𝑥+ 4𝑥= 6𝑥 |
| 6.3 | Expand | Multiply everything inside the bracket by the term (or number) outside the bracket | 2 𝑥+ 4 = 2𝑥+ 8 |
| 6.4 | Factorise | Find a common factor of each term and put the brackets back in | 2𝑥+ 8 = 2 𝑥+ 4 2𝑥2 + 4𝑥= 2𝑥(𝑥+ 4) |
| 6.5 | Solve | Find the unknown letter | 2𝑥+ 1 = 7 2𝑥 = 6 𝑥 = 3 |
| 6.6 | Subject | The letter on its own one side of the equals sign | 𝑎= 2𝑏+ 𝑐 𝑎= the subject |
| 6.7 | Rearrange | Make the given letter the subject | Make 𝑏the subject 𝑎= 2𝑏+ 𝑐 𝑎 −𝑐 = 𝑏 2 𝑏is now the subject because it’s on its own on one side of the equals sign | | 858 | 591 | {
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Who is Dr. Maria Montessori?......
Maria Montessori was, in many ways, ahead of her time. Born in the town of Chiaravalle, in the province of Ancona, Italy, in 1870 she was an active advocate for the rights of the child. After becoming Italy's first woman doctor, her interests turned to the education of children and she began her lifelong pursuit of studying child development. In her medical practice, her clinical observations led her to analyze how children learn, and she concluded that they build themselves from what they find in their environment. Her desire to help children was so strong that in 1906 she gave up both her university chair and her medical practice to work with a group of sixty young children of working parents in the San Lorenzo district of Rome. It was there that she founded the first Casa dei Bambini, or "Children's House".
What ultimately became the Montessori method of education developed there, based upon Montessori's scientific observations of these children's almost effortless ability to absorb knowledge from their surroundings, as well as their tireless interest in manipulating materials. Every piece of equipment, every exercise, every method Montessori developed was based on what she observed children to do "naturally", by themselves, unassisted by adults.
Dr. Montessori was nominated three times for the Nobel Peace Prize for her contributions to education and advocacy of the rights of the child. Dr. Montessori believed that a truly educated individual continues learning long after the years spent in the classroom because of inner motivation, a natural curiosity and a love of learning. The aim of the Montessori philosophy is to provide a learning environment that enhances the development of intellectually reflective individuals who are caring and ethical members of the community.
Dr. Maria Montessori died in Noordwijk, Holland, in 1952, but her work lives on through the Association Montessori Internationale, the organization she founded in Amsterdam, Netherlands, in 1929 to carry on her work.
….And how does her work impact us at Mountainview?
Dr. Montessori's view of the whole child is embraced at Mountainview – we pay attention to "the heart, the hand, and the head". The classroom environment allows for the child to assist in the care and maintenance of the space and is arranged to allow for maximum independence. The emergence of individual talents and personalities is enjoyed and celebrated. The curriculum has an integrated approach, with the child able to move about the classroom, choosing areas of interest, while at the same time being guided through the basic requirements of the public school curriculum. The teacher creates tasks and activities which allow the child to learn and educate him/herself. Developmentally appropriate materials in the classroom enable the child to take advantage of sensitive periods of growth and skill acquisition. Materials stimulate the child's reasoning and imagination and move from the concrete, sensory world to the realm of the abstract. Personal responsibility is taught and encouraged, allowing children to demonstrate through their actions their understanding of what it means to respect and be a "global citizen". Our "community" includes the students, the staff, and the parents, and it is expected that we all take responsibility for each other and model through words and actions, Dr. Montessori's view of a peaceful society. At Mountainview, we truly believe that "it takes a village to raise a child". | 1,449 | 708 | {
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Communication and Language:
We will be talking in sentences about our feelings & tell our friends about times we have felt happy, sad, worried & excited . We will continue to listen well to stories & talk about the characters (who), events (what doing) & settings (where). We will be playing listening games to develop our auditory memory & sound recognition and to follow longer instructions.
Reading:
We will continue to listen to stories with increasing attention and recall so that we can sequence events and talk about the characters. We will look at information books (non-fiction) We will listen carefully to sounds and start to identify the first sound in words & begin to recognise some written letters (graphemes).
Literacy:
We will continue to recognise our name and begin to form some letters in our name—remember just a capital for the first letter then lower case letters e.g. Tanya ✓ TANYA
We will be drawing pictures/making marks and talking about what they mean, we will be trying to write some letters e.g. the first sound in a word to label a picture.
Physical Development:
We will start to have a 'Fitness Friday' where we will be completing different PE activities using small apparatus. Please come dressed i n a ppropriate sports wear on Fridays. We will also be exploring expression of feelings and sounds (fireworks) through dance. Our fine motor skills will continue to be developed using playdough, a range of tools and puzzles.
Why do owls fly at night?
Maths:
We will continue to develop our number sense to count and compare amounts & to recognise numbers. We will use objects to begin to solve simple problems.
We will name and use 2D shapes to make pictures and patterns (owls, Rangoli etc.) as well as describe their properties using round, curved, straight, corners, sides.
PSED: We will be talking about our feelings and identify things that have made us feel sad, happy, worried and excited.
We will be learning how to keep safe when it is dark and around fireworks.
Understanding of the World:
We will find out about the celebration of Diwali, Christmas & the tradition of bonfire night and talk about our experience of these festivals.
We will learn to name the features of an owl and find out about how they live. The term 'nocturnal' will be introduced and we will find out which animals are awake at night.
Expressive Arts and Design:
We will be developing our imaginative role play in the home corner while acting out family customs and traditions associated with festivals.
As part of our creative development we will be painting owls, making play dough owls, using pencils to draw & creating patterns.
Nursery Term 2
Can you use shapes to make an owl picture?
What celebrations do you and your family take part in? What special things do you do? Share a photo of a special family celebration send it to ;
email@example.com
Can you find out what other animals are nocturnal? You could ask a grown up to write a list, draw some pictures or cut out pictures of nocturnal animals and stick them on a piece of paper together.
Try these phonic games:
www.phonicsbloom.com www.phonicsplay.co.uk
Sing our song of sounds at;
https://www.youtube.com/watch?v=48uf9I6P2xQ
Listen to the story 'Owl Babies'
https://www.youtube.com/watch?v=TPQRiSTYFHo
Try these shape games:
https://www.topmarks.co.uk/early-years/shape-monsters
Get active with the sticky kids:
https://www.youtube.com/watch?v=adj0Dy0sETU
The main stories we will explore in class:
Owl Babies— Martin Waddell
The Christmas Eve Tree—Delia Huddy
Range of non-fiction books; owls, nocturnal animals, night and day | 1,446 | 810 | {
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Lesson 13
Chemistry 0
Week 13 HW Review
* A wet 43.2 g sample of copper sulfate heptahydrate (CuSO 4 ·7H 2 O) is heated until only copper sulfate (CuSO 4 ) remains. The mass of the water lost is 34.1 g.What is the mass of the copper sulfate?
* A 13.5 g sample of calcium carbonate is heated until it decomposes completely to calcium oxide and carbon dioxide. After measurement, we learn that 7.6 g of calcium oxide is produced. What is the mass of carbon dioxide produced?
Week 13 HW Review
A reaction occurs in a beaker between zinc metal and diluted hydrochloric acid to form zinc chloride and hydrogen gas according to the following balanced equation:
Why is there a decrease in the mass when you measure the leftover in the beaker?
A. The reactants decompose.
B. Zinc metal is a limiting reactant.
C. Hydrogen gas escapes.
D. Zinc metal precipitates.
Week 13 HW Review
* What is the rate of reaction?
A. How fast a reaction is
B. How loud a reaction is
C. How big a reaction is
D. How much gas a reaction produces
* How can you set up an experiment to find out if the temperature of the reactants affects the speed of the reaction?
Catalyst and Rate of the Reaction
* A catalyst is a substance that can help the reactants in a chemical reaction react with each other faster.
* A catalyst does not actually become part of the products of the reaction.
Decomposition of Hydrogen Peroxide
Potassium iodide was used to make the decomposition of hydrogen peroxide happen a lot faster. Even though the substance made the reaction go faster, the substance itself didn't change during the reaction. A substance that increases the rate of a reaction but does not become part of the products of the reaction is called a CATALYST.
A catalyst is a substance that speeds up the rate of a chemical reaction but is not consumed during the course of the reaction. It does not become part of the products either.
How does catalyst work?
A B
C D
Reactants
Products
Catalyst
Lower activation energy
A catalyst works by providing an alternative activation pathway for the reaction to occur. This pathway has a lower activation energy than the pathway without the catalyst.
Some Common Catalysts
* Potassium Iodide: Decomposition of H 2 O 2
* Iron: Making Ammonia (Haber Process)
* Lactase: Lactase enzymes help the breakdown of lactose from milk and dairy products.
* Alkaline phosphatase (ALP): Breaking down proteins.
Energy Changes in Chemical Reactions
* If two substances react and the temperature of the mixture decreases, the reaction is endothermic.
* If two substances react and the temperature of the mixture increases, the reaction is exothermic.
10
Baking Soda reacts with Vinegar- Endothermic
Vinegar Baking Soda
(Acetic Acid) (Sodium Bicarbonate) (Sodium Acetate)
* In this reaction, the temperature goes down so it is endothermic.
* In an endothermic reaction, more energy goes into breaking the bonds of the reactants than is released when the bonds in the products are formed.
11
Magnesium reacts with Vinegar- Exothermic
Vinegar Magnesium 2C 2 H 4 O 2 + Mg→ Mg(C 2 H 3 O 2 ) 2 + H 2 (Acetic Acid) (Magnesium Acetate)
* In this reaction, the temperature goes up so it is exothermic.
* In an exothermic reaction, more energy is released when bonds in the products are formed than is used to break the bonds in the reactants.
12
Energy Changes in Chemical Reactions
* A chemical reaction involves the breaking of bonds in the reactants and the making of bonds in the products. It takes energy to break bonds and that energy is released when bonds are formed.
* Endothermic reactions absorb energy from the surroundings, whereas exothermic reactions release energy into the surroundings.
13
Endothermic Reactions
* In an endothermic reaction, it takes more energy to break the bonds of the reactants than is released when the bonds in the products are formed. In an endothermic reaction, the temperature goes down.
14
Exothermic Reactions
* In an exothermic reaction it takes less energy to break the bonds of the reactants than is released when the bonds in the products are formed. In an exothermic reaction, the temperature goes up.
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Name: _______________________________
Date: ________________________________
Due: ________________________________
Unit 5: Molecular Genetics – Vocabulary
Directions: Please complete the following vocabulary tables by checking the box that indicates your knowledge of the term. If you check that you Know it and can Explain it, then you need to define the term in the last column. If you check the Heard it/Seen it before or No Clue column, then you need to record the definition when you encounter that word during the unit.
Chapter 8: From DNA to Proteins
| Term | Know it and can Explain it | Heard it or Seen it before | No Clue |
|---|---|---|---|
| 1. DNA | | | |
| 2. Bacteriophage | | | |
| 3. Nucleotide | | | |
| 4. Double Helix | | | |
| 5. Base Pairing Rules | | | |
| 6. Replication | | | |
| 7. DNA Polymerase | | | |
| 8. Central Dogma | | | |
| 9. Ribonucleic Acid (RNA) | | | |
Know it
Heard it
Term and can
or
Seen it
Explain it
before No Clue
Definition and Notes
| 12. Messenger RNA (mRNA) |
|---|
| 13. Ribosomal RNA (rRNA) |
| 14. Transfer RNA (tRNA) |
| 15. Translation |
| 16. Codon |
| 17. Stop Codon |
| 18. Anticodon |
| 19. Promoter |
| 20. Exon |
| 21. Intron |
| 22. Mutation |
| 23. Point Mutation |
| 24. Frameshift Mutation |
Chapter 9: Frontiers of Biotechnology
| Term | Know it and can Explain it | Heard it or Seen it before | No Clue |
|---|---|---|---|
| 26. Restriction Enzyme | | | |
| 27. Gel Electrophoresis | | | |
| 29. Polymerase Chain Reaction | | | |
| 30. Primer | | | |
| 31. DNA Fingerprint | | | |
| 32. Probability | | | |
| 33. Clone | | | |
| 34. Genetic Engineering | | | |
| 35. Recombinant DNA | | | |
| 36. Plasmid | | | |
| 37. Transgenic | | | |
| Term | Know it and can Explain it | Heard it or Seen it before | No Clue |
|---|---|---|---|
| 39. Gene Sequencing | | | |
| 40. Human Genome Project | | | |
| 41. Bioinformatics | | | |
| 42. DNA Microarray | | | |
| 43. Proteomics | | | |
| 44. Genetic Screening | | | | | 1,351 | 746 | {
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| EASTERN TOWNSHIPS SCHOOL BOARD | |
|---|---|
| Source: Director General | Adopted: November 24, 2009 |
References:
The Canadian Charter of Rights and Freedoms, the Quebec Charter of Human Rights and Freedoms
POLICY STATEMENT
The Eastern Townships School Board recognizes the contribution of the various cultural, racial, ethnic and religious communities within the Board, and is committed to a multicultural/multiracial education, which would enable students, parents, personnel and commissioners to learn to live together in a pluralistic society.
The Board views expressions of racism and/or ethnocultural harassment, stereotyping, prejudice and discrimination in any form as unacceptable and will neither condone nor tolerate such expressions.
The Board recognizes and accepts the United Nations' policies on Human Rights, the Canadian Charter of Rights and Freedoms and The Quebec Charter of Human Rights and Freedoms, in particular, section 10 of The Quebec Charter of Human Rights and Freedoms.
The following policies: Communications/Safe School/Dignity in the Workplace already have principles, protocols and/or guidelines governing incidents of discrimination.
GENERAL PRINCIPLES
1. The Eastern Townships School Board (ETSB) affirms and promotes the dignity and fundamental worth of all human beings regardless of racial, religious or socio-cultural background.
2. The ETSB is committed to the development of policies AND EDUCATIONAL APPROACHES that foster acceptance and understanding of all students and encourage an appreciation of human diversity.
3. The ETSB recognizes that ethnic and cultural diversity is a positive feature of Quebec and Canadian societies.
4. The ETSB subscribes to the notion that neither assimilation (the "melting pot" idea) nor separation (segregation) is an acceptable goal in a society that is culturally diverse; instead, the aim is to integrate different groups (mosaic) as effective, contributing and responsible citizens of Quebec and Canada.
5. The ETSB promotes a school/centre environment that allows each student an equal opportunity for individual academic success and personal development.
6. The ETSB recognizes the legitimate right of every student to experience an education that respects all racial, religious and cultural perspectives as noted in the Canadian and Quebec laws.
The Board shall encourage its schools/centres to create and maintain environments for learning that are free of stereotyping, prejudice and discrimination.
7. The ETSB shall provide opportunities so that students may learn the attitudes and skills that will enable them to succeed and to participate as fully as possible in the larger Quebec and Canadian societies.
8. The ETSB shall encourage activities that allow each student to acquire an understanding and appreciation of his or her cultural heritage with a view to enabling that individual to retain an appropriate sense of belonging to a particular community, as well as a sense of belonging to Quebec and to Canada.
The Board shall encourage schools/centres, in setting their annual objectives, to plan for activities that will promote multiracial and multicultural understanding.
The Board shall assist staff in developing programs reflecting the reality of a multicultural/multiracial Quebec society, giving emphasis to the achievements of people of all racial and cultural backgrounds, and emphasizing as well the participation and contribution of those same cultures in all aspects of Quebec and Canadian life.
AMONGST EXAMPLES OF ACTIVITIES:
1. Partnerships shall be established and/or further developed with community groups.
2. The Board shall encourage school/center and community organizations, principals, centre directors and local commissioners to work with parents in the community to develop opportunities for the discussion of different values, expectations and cultural norms and to provide forums for parents of common cultural or linguistic backgrounds to share common concerns.
3. The Board shall encourage schools/centres to permit greater community use of their facilities whenever possible, especially after school hours and on weekends. | 1,880 | 785 | {
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Note-Taking Tips for Students
Taking notes in class is one of the most effective ways to understand the material being presented in class. Unless you have a photographic mind, you'll need to learn this important skill. Follow these general guidelines and you'll be a pro in no time!
1. Come to class prepared. Always bring enough paper and a writing instrument of your choice to class.
2. Start a new page for each new class. Also, put the date on the top of the first page. This way you will know where the notes for each class begin, which will help you keep the material organized. Consider keeping your notes organized in their own binder.
3. Don't try to write down every word your teacher says. You will not be able to, even if you can write very fast. More importantly, in trying to do so, you will miss the overall point your teacher is trying to make.
4. Write down the big ideas. Listen for facts, connections, and main ideas. This may take a while to get used to, because you will need to divide your attention between listening to the teacher (or other students) and writing your notes. Don't get frustrated. In time, this will become easier.
5. Use abbreviations for commonly occurring names and words. You can develop your own abbreviations, so long as you don't forget what they stand for. For example, in a lecture on Einstein, you might write his name out the first time, and then abbreviate it as "E" throughout the rest of your notes. Long words such as government can become "govt" and federal can become "fed." Develop your own system and stick to it, once it works.
6. Leave lots of room on the page. When writing, leave ample space between ideas. This is like pausing before you begin a new sentence. Your notes will much easier to read, and you'll have space to add information later on, if needed. Don't try to cram everything onto one piece of paper.
7. Use diagrams and pictures where necessary. Sometimes it is helpful to draw pictures that illustrate the connections between ideas, sequences, or events. Don't be afraid to draw pictures that will help you understand the material.
8. Write down corresponding page numbers from your textbook. Teachers often use the textbook to refer to ideas you're learning in class. Recording the page number of corresponding ideas and homework assignments can come in handy later on.
9. Review your notes for accuracy. It's a good idea to look over your notes sometime after class for accuracy and completeness. Consider doing this just before doing your homework to get yourself back in the mindset of the material.
10. Obtain notes for missed classes. Sometimes it's necessary to miss class, but that shouldn't stop you from getting notes for it. Consider forming a partnership with another student at the beginning of class on whom you can rely (and who can rely on you) for notes when a class is missed. Your teacher may also be willing to share his or her notes with you. | 1,031 | 619 | {
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Communication and Language
Children will continue to work on listening carefully and understand why it is important. They will follow directions, engage in story times and join in with repeated phrases and actions. Children will begin to understand how and why questions and respond to instructions with more than one step.
Personal, social and Emotional Development
Children learn the importance of sharing their feelings with their safe adults. We share a range of stories to emphasise the need to communicate our feelings / worries in school and at home. Children are introduced to internet safety and the 'Pantosaurus' story to learn about personal safety and consent.
Expressive Arts / Whole School Focus Subject: Music
We will develop their musical knowledge through the topic of 'Lets Celebrate'. They will use their experience of musical instruments to emulate fireworks, compare different cultural music and movement and learn Christmas songs and signing to incorporate into a performance.
Literacy
Children will continue to cover phase 2 in daily phonics lessons. Children will take part in daily shared writing where a focus on capital letters, finger spaces and full stops will be modelled. Children will write as a focus group from 2-5 children. Children will be encouraged to write labels and captions in their play. 3 reading sessions will continue. Children will be encouraged to read words and captions within the environment.
Reception
Autumn Term: Part 2 Friendship and Responsibility Creativity and Individuality
Understanding the World / Whole School Focus Subject: History
We will learn about why and how we celebrate historical events, today. The children will look at a variety of artefacts, exploring similarities and differences and how things have changed. The children will create a timeline and consider how they have changed and how they will continue to do so.
Mathematics
The children will learn to recognise, subitise and find one more and one less that a number to 5. They will explore the composition of 1-5. Children will be exploring triangles and circles, learning about properties and objects in the environment that have those similarities.
In Maths our focus will be working with numbers to 5.
Understanding the World/ Science
The topic is 'Seasons and Weather'. Children will learn about rain, ice and water, notice how air moves around us, explore melting snow and "wonder" why rainbows are formed. They will then begin to think about the seasons and what happens during each season.
Religious Education
Children will find out that Christian families believe that God came to earth in human form as Jesus, and he came to show us that all people are special and important to God.
We will explore the question 'Why do Christians perform Nativity plays at Christmas?".
Physical Development (Get set 4 PE units) Introduction to PE Unit 2
Children will be introduced to PE and structured movement through the topic "everyday life". They will spend time learning the basic principles of a PE lesson such as safely using a space, stopping safely, using and sharing equipment and working individually, in pairs and in groups. Children will also play simple games and begin to understand and use rules. | 1,255 | 632 | {
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English
In phonics we will be preparing for the Phonics Screening check, and consolidating our knowledge and understanding .
This half term we will look at simple contemporary fiction. We will focus on "The Queen's Hat" by Steve Antony, a story that is written in consistent tenses and "could possibly happen"! Children will continue to use and apply their "shared writing principles" and will look at suffixes and prefixes through this.
PSHE
We will revisit internet safely, discussing the reasons people use the internet and how to do so safely.
We will think about the different needs of different people. Children will learn that we care for people, animals and other living things in different ways. We will think about how and why we look after the environment.
Focus Subject: History
Our focus in History will be the King, his Coronation and the Royal Family. We will also be taking the time to examine a variety of sources to compare what life was like at the beginning of Queen Elizabeth's reign and compare it to our new King's reign. We will encourage the children to develop "enquiry" skills and develop their understanding of changes through time.
Maths
The children will be exploring the concepts of multiplication, through arrays and repeated addition, and division through sharing between two and four (halves and quarters), leading into work about Fractions. They will then begin to look at Position and Direction.
Year 1
Summer Term: Part 1 Belonging and Community
Focus Subject: Geography
Children will develop their geographical fieldwork by using atlases and maps to locate significant places in the UK and examine some of the characteristics of these countries.
Children will be developing their "location and place knowledge" by finding and investigating the four countries that make up the UK and their capital cities.
Science
Children will learn that fruits and vegetables are varieties of plant. They will observe growth carefully and record the growth of plants.
The topic will be plants. Children will make the most of our tree trail, allotment and 'Forest Fun' areas. They will understand that seeds grow into plants, they will identify the basic parts of plants and trees and know the difference between deciduous and evergreen trees.
.
Religious Education
We will focus on creation stories within the Christian and Hindu faiths and explore non-religious ideas about the origins of the universe.
We will be asking the question, 'How did the universe come to be?'
Children will learn that beliefs about the origin of the universe influence how individuals treat the world around them.
Physical Education
Striking and Fielding Games:
Children will develop overarm and underarm throwing. They will work on hitting a ball with a bat and collecting a ball. Through simple games children will learn strategies for getting a batter out and scoring points. | 1,080 | 568 | {
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Volume 2, Edition 1
2007-2008 Academic Year
Mistake costs dishwasher $59,000
SUBSCRIPTION: 07 of 36
Friday, September 28, 2007
MIAMI - For 11 years, Pedro Zapeta, an illegal immigrant from Guatemala, lived his version of the American dream in Stuart, Florida: washing dishes and living frugally to bring money back to his home country. Two years ago, Zapeta was ready to return to Guatemala, so he carried a duffel bag filled with $59,000 -- all the cash he had scrimped and saved over the years -- to the Fort LauderdaleHollywood International Airport.
But when Zapeta tried to go through airport security, an officer spotted the money in the bag and called U.S. customs officials. He told the customs officials
$59,000. At that point, U.S. customs seized his money, setting off a two-year struggle for Zapeta to get it back. Zapeta, who speaks no English, said he didn't know he was running afoul of U.S. law by failing to declare he was carrying more than $10,000 with him. Anyone entering or leaving the country with more than $10,000 has to fill out a one-page form declaring the money to U.S. customs.
Officials initially accused Zapeta of being a courier for the drug trade, but they dropped the allegation once he produced pay stubs from restaurants where he had worked. Zapeta earned $5.50 an hour at most of the places where he washed dishes. When he learned to do more, he got a 25-cent raise. Zapeta's story became public last year on CNN and in The Palm Beach Post newspaper, prompting well-wishers to give him nearly $10,000 -- money that now sits in a trust. Robert Gershman, one of Zapeta's attorneys, said federal prosecutors later offered his client a deal: He could take $10,000 of the original cash seized, plus $9,000 in donations as long as he did not talk publicly and left the country immediately.
Now, according to Gershman, the Internal Revenue Service wants access to the donated cash to cover taxes on the donations and on the money Zapeta made as a dishwasher. Zapeta admits he never paid taxes. CNN contacted the U.S. Attorneys office in Miami, U.S. Customs and the IRS about Zapeta's case. They all declined to comment. "When you are poor, uneducated and illegal, your avenues are cut," he said. Zapeta said his goal in coming to the United States was to make enough money to buy land in his mountain village and build a home for his mother and sisters. He sent no money back to Guatemala over the years, he said, and planned to bring it all home at once.
At Wednesday's hearing, Zapeta was given official status in the United States -- voluntary departure -- and a signed order from a judge. For the first time, he can work legally in the U.S. By the end of January, Zapeta may be able to earn enough money to pay for a one-way ticket home so the U.S. government, which seized his $59,000, does not have to do so.
1. In accordance with information obtained predominately from the passage above, in paragraph form explain precisely what has occurred between Pedro Zapeta and the Internal Revenue Service (IRS)?
2. Approximately how long would it take Pedro to earn $59,000 assuming roughly 23% of his income goes towards taxes and miscellaneous related deductions?
3. What percent pay raise did Pedro receive? What reasons were provided regarding an increase in pay?
4. Assuming Pedro works 40 hours a week, how much more can he anticipate earning over the course of three years in light of his recent increase in pay?
5. In accordance with the United States Department of Labor Employment Standards Administration Wage and Hour Division (Source: http://www.dol.gov/esa/minwage/america.htm) the basic minimum employment rate per hour in Florida is approximately $6.67, Georgia - $5.15, and Washington state (highest in the nation) is $7.93. Given this information, why do you believe Pedro's salary is far less? Assuming Pedro was making the legal state minimum in a) Georgia, b) Florida, and c) Washington explain the differences these three figures would have upon question four.
6. What a) fraction, b) decimal, and c) percentage of his income does Pedro stand to lose if he elects to take the deal offered to him by federal prosecutors? What conditions are associated with this agreement?
7. In the passage above, in paragraph form, explain at least five ways using the "Four-Step Reading" poster simplifies understanding of the material. Be specific.
8. In complete sentences, using contextual clues only, explain the meaning of the words: courier, frugally, scrimped, and seized. Additionally, use each in a sentence to demonstrate further comprehension.
9. In paragraph form, explain at least five legitimate and educational purposes behind The Daughtry Times. | 2,010 | 1,058 | {
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The Brown Church in Bear Valley – 1875 –Intersection of Highway 130 and Brown Church Road in the Town of Buena Vista, Richland County.
The Brown Church was built in 1875 with vertical siding with board and batten. This siding was later covered with horizontal lap siding. With the help of historians, architectural conservators and the memory of local oldtimers the church was returned to its original appearance. Support from the community and a matching grant from the Jeffris Family Foundation of Janesville helped fund the extensive restoration. The church is used for special services, weddings and funerals.
The Bear Valley Cemetery was already established when the church was built. Since its inception, the church has been nondenominational. One of the primary organizers of the church was John H. Carswell who had been an abolitionist and active in the Underground Railroad in his original home of New York State. He had actively supported the efforts of John Brown in the raid on Harper's Ferry, as a result of these actions; he was excommunicated from the Baptist Church.
The Rev. John B. Loomis became the first minister of the church. Like Carswell, Loomis came from New York State and was a fiery abolitionist and was excommunicated from the Methodist Church for the same reasons.
Bertha Elizabeth Reynolds, a prominent citizen of Lone Rock, was born in Thiensville, Wisconsin, in 1868. Her parents, John and Margaret Reynolds, had migrated to Milwaukee from Quebec, Canada, three years earlier. Reynolds grew up in Ozaukee County, Wisconsin, on her family's farm. In 1892, the Reynolds family moved to Lincoln, Nebraska, where Bertha enrolled in the Lincoln Normal School, afterwards working briefly as a teacher. She had long harbored a desire to become a doctor, as nine other members of her family (both brothers and cousins) had done. One cousin, Walter H. Nielsen, the first dean of the medical school at Marquette University, discouraged her, indicating that medicine was an inappropriate career for women. She matriculated at the University of Nebraska, where she was also discouraged from pursuing the MD. In 1898, thirty-year-old Reynolds nevertheless enrolled in the Woman's Hospital Medical College of Chicago; she completed her MD in 1901.
Dr. Bertha Reynolds.
Upon graduation she returned to Wisconsin, joining the practice of a brother, Dr. Nelson Reynolds. When Nelson Reynolds relocated to Milwaukee Dr. Bertha Reynolds became the area's only physician, which made her one of the first woman physicians in Wisconsin. A 1923 incident, fondly repeated many times, in which Reynolds, unable to reach patients due to spring flooding, drafted then-unknown aviator Charles Lindbergh to transport her across the Wisconsin River.
She died October 31, 1961, at the age of 93, and is buried in the Little Brown Church cemetery in Bear Valley. Frank Lloyd Wright's father, William Carey Wright, was a locally admired orator, music teacher, occasional
lawyer, and itinerant minister. William Wright married Anna Lloyd Jones, a county school teacher, after the death of his first wife, Permelia Holcomb of Bear Valley. William Wright had been a Baptist minister, but he later joined his wife's family in the Unitarian faith. Anna Lloyd Jones was a member of the large, prosperous and well-known Lloyd Jones family of Unitarians, who had emigrated from Wales to Spring Green, Wisconsin. One of Anna's brothers was Jenkin Lloyd Jones, who would become an important figure in the spread of the Unitarian faith in the United States.
William Wright and his first wife, Permelia Holcomb, are both buried in the Bear Valley Cemetery.
William Carey Wright.
The gravestone of William Carey Wright and Permelia Holcomb Wright and the restored Brown Church.
.
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Hurricane Harvey Expected to Deliver One-Two Mosquito Punch
September 1, 2017
Writer: Steve Byrns, 325-653-4576, email@example.com
Contacts: Dr. Charles Allen, 325-653-4576, firstname.lastname@example.org
Dr. Sonja Swiger, 254-968-4144, email@example.com
SAN ANGELO – Among the inevitable fallout stemming from the ocean of water dumped on South Texas by Hurricane Harvey will be a hoard of bloodsucking mosquitoes, but state-level entomologists predict the first onslaught won't be the disease vectors many fear.
"For the past several years we've been educating people about disease-transmitting mosquitoes, but we are about to witness a huge emergence of other kinds of mosquitoes," said Dr. Charles Allen, Texas A&M AgriLife Extension Service entomologist and Texas A&M University department of entomology associate department head at San Angelo. "Due to the big rain event associated with Hurricane Harvey, in a few short days and over the next few weeks we'll be expecting a large outbreak of what are called floodwater mosquitoes."
Allen said it's important to realize the disease-transmitting mosquitoes and the floodwater mosquitoes are two separate developmental types. The floodwater mosquitoes in Texas do not transmit diseases, he said.
"There will soon be a lot of mosquitoes and they will be very noticeable, because of their sheer numbers and because they are vicious biters," he said. "It's important to realize though that as unpleasant as these will be, they are not a species that typically transmits disease. So at least in the short-term, it's not a Zika issue and it's not a West Nile Virus issue."
Dr. Sonja Swiger, AgriLife Extension medical/veterinary entomologist in Stephenville, said the mosquito proliferation will be cyclical as there will be several weeks of floodwater mosquito issues to deal with.
"Then as conditions dry up, we will cycle out of those weeks of floodwater mosquitoes, and then begin cycling into a period of time where the disease-transmitting mosquitoes will emerge and build up," Swigers said. "So, the initial run of mosquitoes is not too much of a disease threat although a huge nuisance to people but it's the next run we really need to be concerned about."
Floodwater mosquitoes are difficult to manage, Allen said. When management is attempted, he said it almost must be conducted on an area-wide basis with widespread pesticide applications. In addition, people should get accustomed to wearing insect repellent, any time they will be outdoors for more than 30 minutes, Swiger said. Floodwater mosquitoes are relentless biters that will negatively impact outdoor activities and cleanup efforts.
"The disease transmitting mosquitoes on the other hand are much more local in their activity and are best handled by homeowners diligently draining water from anything where it collects," she said. "Draining water to combat these disease vectors is always a good idea no matter what the climatological conditions have been. Birdbaths, children's pools, plant saucers, no matter how small the catchment is, it is important to empty all standing water sites to control disease transmitting mosquitoes in order to prevent this type of mosquito from building their populations."
"Just remember, the mosquitoes that are coming in swarms off the floodwaters very soon, although they are a terrible nuisance, are not the ones likely to make people sick."
Swiger said though both are mosquitoes, floodwater mosquitoes need a large amount of rain or flood waters to reproduce and thrive, while their disease-carrying cousins, termed container breeders, only need a very small amount of rain or irrigation water.
Floodwater mosquitoes lay their eggs on dry land that floods or on wetlands, he said. As the floods come and rehydrate and soak the insects' eggs, they start hatching and the immature stages start to develop into scores of hungry adults.
"In a backhanded sort of way, the floodwater mosquitoes probably do us a favor," Allen said. "They are so unpleasant and there will be so many of them, that they will drive people inside and give them a strong reminder to use insect repellent. They definitely make people very aware of their presence. Hopefully, that awareness will stick in our minds long after they subside and cause us to be vigilant in combating the vector mosquitoes, which are an enemy capable of causing much greater loss."
Allen said going into September the future will be brighter as the weather cools. He said mosquitoes don't develop well in cooler weather, so populations should markedly decrease once temperatures begin to fall.
-30-
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MOSSES LIVERWORTS AND LICHENS-Introduction to species in NW England.
These plants are for the most part quite distinctive, but can sometimes be confused. These notes are are intended to help guide the beginner to the right key
MOSSES are recognised by most people but leafy liverworts (qv) are often taken to be mosses. Both groups have stems and leaves like a miniature flowering plant.
LIVERWORTS are of two kinds: THALLOSE liverworts are strips of tissue (ofen branched) with no hint of differentiation into stem and leaf; many people's idea of a "liverwort" is restricted to these, but the second kind, LEAFY liverworts, can be confused with mosses (see below for differences)
Thallose liverworts can be confused with some forms of lichen (see below).
LICHENS take many forms . Some are powdery granules, some form crusts like dried spilled paint; these cannot be confused with mosses or liverworts but others (foliose and fruticose lichens) are strapshaped or leaflike and can be confused with thallose liverworts
Thallose liverwort or lichen?
Thallose liverworts, broadly speaking, have two growth forms. The commonest (for example, those found as plant-pot weeds) grow as long forked ribbons. No lichens have this growth form. However, some liverworts grow as "rosettes" ; these, and sometimes poorly grown and dwarfish specimens of the ribbon kind, can be taken for lichens, many of which grow in rosettes or similar patches. Differences are as follows:
*Habitat:thallose liverworts with the rosette growth form almost always grow in arable fileds on disturbed soil; lichens are hardly ever found in such habitats.
*Size: liverwort rosettes are rarely more than 2-3 cm across. Lichen patches can be as small but are often much bigger.
*Any plant which is NOT green above and either green or purple/black below is almost certainly a lichen (many are white or grey below).
* Many (not all!) thallose liverworts have a characteristic diamond-pattern on the upper surface. Lichens never do.
* Fruiting bodies comprising a spherical black capsule on a translucent stalk are diagnostic of liverworts.
(A fern prothallus is tiny (a few mm across), much smaller than a liverwort rosette, undivided except for a slight indentation, and translucent).
Leafy Liverwort or Moss?
There is no single feature separating leafy liverworts and mosses (other than tricky technical ones) But the following characteristics will distinguish the majority of species:
* Fruiting bodies, when present, are diagnostic. Liverworts have spherical black capsules on translucent colourless stalks, moss capsules are usually elongated, some shade of brown, and carried on a wiry opaque and coloured stalk. (Both kinds of capsule are green when immature).
* Leafy liverworts often (not always!) have leaves deeply divided into two or more lobes (eg like an ivy leaf). Moss leaves are never deeply divided (at most they may have tiny teeth).
* Many species of moss (not all!) have leaves with a thickened "nerve" or midrib showing as a dark line down the middle of the leaf in transmitted light. No liverwort has a midrib (though one common species has a central row of translucent cells lighter than the rest of the leaf in transmitted light).
If your plant does not unambiguously fit one of the above characters you can look (with a hand lens) at the arrangement of leaves on the stem. Liverwort leaves are in two rows on opposite sides of the stem (sometimes with a third row of much smaller and usually very inconspicuous leaves on the underside).
Moss leaves, on the other hand, are spirally arranged. There is a single exception - the moss genus Fissidens has leaves in rows; however, you will already have decided that a Fissidens specimen is a moss, because the leaves have a prominent nerve. | 1,552 | 891 | {
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Policies
Physical Education
Status: Review, May 2015
Education Sub-Committee
Rationale:
Physical Education teaches students how to enhance their own and others' health, wellbeing and physical activity participation in varied and changing contexts.
The Physical Education program educates students in, about and through movement. Movement involves students taking part in a variety of movements and activities that are contemporary, relevant, challenging, enjoyable and physically active.
AusVels Health and Physical Education is organised into two interrelated strands: Movement and Activity and Personal, Social and Community Health. Students will have a balance between health and movement related knowledge, understanding and skills. They will be provided with opportunities to experience the practical side of physical activity to enhance their own fitness capabilities. Physical Education activities will promote involvement in a manner that reflects awareness of everyone's right to participate.
Aims:
For students to know and experience their capacity to:
- Be healthy, safe and active and move with competence and confidence that enhance optimal growth and development.
- Experience fun and enjoyment through participation.
- Develop social skills that will enable students to function effectively in interpersonal relationships and teamwork.
- Develop a positive attitude towards exercise and a healthy lifestyle.
Guidelines:
Australian Curriculum in Victoria [AusVels]: Health and Physical Education - http://ausvels.vcaa.vic.edu.au/ Heal t handPh y s ical-Education/Overview/Introduction
Implementation:
- The Physical Education teacher will have the responsibility for ensuring that the policy is implemented throughout the school.
- Foundation to Level 3 students are provided with 20 – 30 minutes of physical education a day. Level 4 – 6 students are required to have 3 hours per week of physical education and sport with a minimum of 50% of that time for physical education.
- A budget will be developed by the Physical Education teacher to determine and provide for the needs of the physical education program.
- During the year, each child will be provided with the opportunity to participate in a School Swimming Program. The cost of the program will be an additional payment to the Excursion Levy.
- Students may be excused from Physical Education due to specific reasons such as religious beliefs or injury. To ensure adequate supervision standards are met, children who are unable to participate will be placed in a classroom of similar age level during the Physical Education session or be given another role in the Physical Education class. Students who are unable to participate will be required to produce a note to the Physical Education teacher.
- Interschool Sport – the school will participate in the following Sport days
[x] Inter-School Cross Country (Level 3 and above)
[x] Inter-School Winter and Summer Sport/Round Robin (Level 5 and 6)
[x] Whole School Athletics
[x]Hoop Time Basketball (Level 1-6)
- Inter-House sporting competitions will be organised by the Physical Education teacher.
- Other programs, such as AFL 9s, will be implemented as required.
Evaluation:
The Physical Educations policy shall be reviewed annually with a major review undertaken every 3 years by the Education Sub-Committee of School Council
References:
http://www.education.vic.gov.au/studentlearning/default.htm http://www.education.vic.gov.au/school/principals/spag/curriculum/Pages/sport.aspx
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Foundation – Home Learning
Dear Parents / Carers,
In this time of unprecedented circumstances, whilst school is closed, please find attached ways in which your child can continue with their education at home.
Learning at home will obviously look very different to a normal school day. The Foundation Curriculum is play-based and led by the child's interests and choice. Children are not expected to sit for more than 15-20 minutes at a time. In a regular day, this would happen three times throughout the day for phonics, maths input and an adult-led activity. At school, children have constant access to our Play Garden, if you have your own garden or a park nearby, take advantage of this for climbing, nature play, throwing and catching and bat and ball skills.
The home learning pack should be spread over a fortnight. The sheet EYFS Early Learning Goals: Parent and Carers Guide details the objectives we work towards with children, as well as suggested activities to reach these goals. During the Foundation school day, children have access to these types of activities at all times. Please choose activities from this sheet and play with your child daily. Throughout the week, try to cover all areas of learning. However long the school remains closed, please refer to this sheet and let your child choose and repeat their favourite activities. This is good early years practice and part of their learning.
In this pack, you will also find:
- Planning and worksheets for our Superhero topic – Traction Man. The activities on this page are to be spread over the next two weeks.
- Maths – ten frame guidance and ten frames. The more times you can practice this, the better.
- Lower case, capital letters and number formation pages. Please practise one lower case letter and corresponding capital letter as well as one number, daily. The 'k' on the sheet is not how we form it at Abbey Road. Please practice without the loop. Refer to the Read, Write, Inc handwriting sayings in your child's phonic booklets.
We have videoed ourselves reading two Traction Man stories to go alongside the Traction Man planning. You can access these by searching for 'Abbey Road Primary School' on YouTube.
For phonics there is a good website of phonic games that have offered parents free log on. Please go onto Phonics Play and log on for free.
We have also put links to some maths songs / videos that we use in class on to the school website.
We hope that you all stay safe and healthy. We are missing your children lots. We hope this pack helps you to have fun and learn with your children at home during this unusual time. Many thanks,
Mrs Simister and Mrs Pearson. | 1,010 | 547 | {
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Taking Care of Yourself Nutritionally
During Times of Stress
One of the easiest ways to take care of yourself in times of stress is to examine your eating habits. The quality of your nutrition choices is a crucial to the quality of your health. It fights off chronic diseases, helps you manage your weight, and provides you with the energy you need to meet your day-to-day responsibilities.
Eat for All-Day Energy
To keep your energy lasting all day long, create meals that are a mix of protein, complex carbs and fat. Your body converts food into energy at different rates, so eating a complete, balanced diet is important to keeping you satisfied and energy levels elevated.
Another way to keep your energy up is with healthy snacks. Research from the Nutrition Journal found that a protein-filled snack, like yogurt, or nuts, keeps you full longer than consuming a high carbohydrate or high fat snack.
Monitor your Caffeine Intake
While caffeine in moderation can be a good energy booster, excessive consumption can lead to anxiety. Instead opt for water! Dehydration can lead to headaches, anxiety, and poor concentration. The body is composed of 60% water. To keep hydrated, aim for 6-to-8 glasses of water per day.
Reach for the Vitamin C
Foods high in Vitamin C such as citrus can reduce stress and boost the immune system. These foods can also reduce cortisol levels (a stress hormone) as well as blood pressure.
Don't Forget Magnesium
An optimal intake of magnesium helps to avoid headaches and fatigue. Magnesium is also linked to increasing quality of sleep in adults. Sources include leafy green vegetables, black beans, whole wheat, edamame and avocado.
Consume Foods that Fight Inflammation
Plan Your Day of Meals
Stress can do a number on your body by increasing internal inflammation, which can damage internal organs. Fight back by consuming antioxidant rich foods, such as berries and dark leafy green vegetables. Omega3 rich foods (tuna and salmon) also combat inflammation.
Eating healthy in stressful times isn't easy. Try to prioritize and plan ahead of time. Pick your least busy day of the week and prepare 7 days of healthy meals and snacks. Cook easy foods in batches, such as chicken, rice, and vegetables, to ensure you have healthy food at your disposal. Keep a good supply of fruit on hand.
References: Gidus, Tara, Eating to Boost Energy. Eat right, Academy at Nutrition and Dietetics, July 2019. https://www.eatright.org/food/nutrition/healthy-eating/eating-to-boost-energy | 1,055 | 531 | {
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Community Service
Community Service is an important, positive opportunity not only for the community but the student as well. The research regarding self-esteem, resiliency, and community relationships indicates a very strong connection that can result in a strong, meaningful experience for all those involved. Service learning provides opportunities for students to be involved in real life situations beyond the curriculum/classroom and into the community to help foster the development of a sense of caring about others.
Expectations:
Grade 6 – 1 hour
Grade 7 – 2 hours
Grade 8 – 3 hours
1. Students must complete the total number of hours for his/her grade level before the end of the school year. A due date in June will be assigned.
2. Verification sheet and reflection questions must be completed with thoughtful responses that appropriately reflects the experience.
Grading:
Students will be given a completion grade once they have completed their hours HOWEVER the reflection and verification forms must be handed in to the Health teacher in order to receive full credit.
√+ Student meets the expectation.
Reflection and verification forms are completed on time.
√ Student attempts to meet expectation.
Verification and reflection forms are handed in on time however, responses on the reflection form are incomplete.
√- Student does not meet expectation.
Verification form has been handed in however the reflection form was not.
0 Student has failed to turn in any forms verifying his/her community service for the year.
Opportunities:
During the course of the school year students will be informed of community service opportunities that they can participate in. All projects should be in conjunction with a recognized organization and meet the following criteria: meets a demonstrated financial or physical/emotional need, must be supervised by an adult, cannot involve monetary compensation, and can overlap outside school organization work.
Please check with your Health teacher before choosing a Community Service project.
NAME: HEALTH SECTION:
COMMUNITY SERVICE VERIFICATION FORM
Thank you for helping one of our students fulfill the public service component of our Health Curriculum. Please verify their participation by completing the following:
DATE OF SERVICE:
NATURE OF THAT SERVICE:
NUMBER OF SERVICE HOURS:
SIGNATURE: _______________________________________________________
Signature of an adult that can verify community service hours *a parent/guardian can verify service hours
Students may attach a letter, certificate of completion and, or any other documentation that verifies his/her service hours.
If you have any future need or ideas for student community service projects please contact:
Tricia Buonacore Health Educator Littleton Middle School firstname.lastname@example.org 978-486-8938
Community Service Learning Reflection Form
Please write in complete sentences.
What specifically did you do?
What three things did you learn from this experience?
Through this project what have you learned about yourself?
Do you feel that you have made a difference and if so, how?
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Being prepared is staying safe.
Keep an eye out for your KI pills in the mail. For more information visit www.preparetobesafe.ca
SAFETY TAKES PREPARATION.
In the highly unlikely event of a nuclear accident, a potassium iodide (KI) pill is a key component to keeping you and your family safe. There's no such thing as being too prepared.
What is potassium iodide (KI)?
KI (the chemical name for potassium iodide) is a salt of stable (not radioactive) iodine. It is an essential nutrient needed in small quantities for the thyroid gland to function properly. KI comes in tablet form and can be easily swallowed.
Why am I receiving this now?
The Canadian Nuclear Safety Commission (CNSC) is the federal agency that monitors the safe operation of nuclear stations. It now requires all homes and businesses within 10 km of a nuclear station to receive a supply of KI pills. Until now, the pills have only been available at pharmacies. The CNSC now requires these be sent to every home and business due to increased safety standards.
What does it do?
The effectiveness of KI as a specific blocker of thyroid radioiodine uptake is well established. When taken in the recommended dose and at the right time, KI is effective in reducing the risk of thyroid cancer in individuals or populations at risk of inhalation or ingestion of radioiodines. KI fills up the thyroid with nonradioactive iodine and prevents the uptake of the radioactive molecules. KI does not protect against other types of radiation.
When should I take it?
In the unlikely event of an emergency, the Chief Medical Officer of Health for Ontario will provide instructions through radio, TV, Internet and other available channels on where, when, how and by whom KI should be taken. It is important to wait for this notification. Do not take the pills unless instructed to do so. You would only need to take the pills for a short period of time, likely 1 - 2 days.
How much should I take?
Pregnant or breastfeeding women2 tablets (1 single dose only)
Adults 18+
2 tablets every 24 hours
Children 3 - 18
1 tablet every 24 hours
Children 1 month - 3 years
½ tablet daily crushed in food or fluids
Children under 1 month
¼ tablet dissolved in fluids (1 single dose only)
If necessary, and for younger children, tablets can be crushed in food or dissolved in fluids.
In case of overdose, get medical help or call a Poison Control Centre immediately. Phone 1-800-268-9017 or 416-813-5900
What is included in my KI pill package?
The package will include 20 KI pills, enough for five adults or 10 children, or any combination for two days. This would be more than enough time for the duration of any exposure in an unlikely nuclear event. The package will also contain a booklet of information on KI pills and usage. If you require more than 20 tablets, there will be instructions on how to order more.
Are there any side effects?
The risk of side effects from taking a dose of KI is extremely low for all age groups who have normal thyroid function. The overall benefit during a nuclear emergency outweighs the risk of side effects.
There is an increased risk of side effects for people with thyroid disorders i.e., auto-immune thyroiditis, Graves' disease, iodine deficiency and nodular goiter. These disorders are more common in adults and the elderly, and are rare in children.
Rare side effects in other parts of the body, such as gastrointestinal effects or hypersensitivity reaction, may occur but are generally mild.
People who are sensitive to iodine, have an existing or previous thyroid disorder, or have any other concerns, should consult their doctor or nurse practitioner prior to taking KI.
How will I be notified in the event of a nuclear emergency?
Sirens, radio, television, Internet, automated telephone call and social media.
What do I do?
1. Go inside and turn on your radio or television for instructions
3. Follow instructions provided by government officials
2. Listen to the media reports
4. Follow instructions for: evacuation, sheltering in place, taking KI pills, reporting to a reception centre for monitoring
Wouldn't a nuclear accident take place too quickly to react?
No. In the very unlikely event of a radioactive release, it would take many hours and days to unfold. There would be time to respond to emergency instructions.
Where can I find out more?
If you have any questions or concerns, please visit www.preparetobesafe.ca. If you want to know more about this KI distribution program in Durham Region, please call 1-800-841-2729; in Toronto you may call 311.
For more information, you can also contact Telehealth Ontario at 1-866-797-0000. | 2,006 | 1,040 | {
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VERBAL INTELLIGENCE QUESTIONNAIRE
Description
Learning Objectives
This short questionnaire aims to assess the verbal intelligence affinity of the elderly people.
Time Needed
1 hour
Learning Setting
Individually, or in group activity 1 to 5 participants
Materials Required
Identifying the verbal inte lligence activities they lik e the most
Assessing their verbal intelligence's affinity
If the participants have difficulties to write and/or read, it is possible to adapt the activity as a group activity with a person reading out loud the questions and the participants are replying orally. The results are written on a white board for exchanges after the questionnaire.
To raise awareness about verbal intelligence
Creating conversations and exchanges about this topic
To formulate what elderly people like or not
Step By Step Guidance
Explanation of the activity (10 mn)
Filling the questionnaire (20 mn)
Conversation exchange about the answers
To formulate what elderly people like or not
To raise awareness about verbal int elligence
Creating conversations and exchanges about this topic
Source
My Training Box Focus Groups
Une difficulté d'apprentissage : sous la lentille du modèle des intelligences multiples, by Raymond Leblanc in Éducation et francophonie, vol. xxv, no 2, automne-hiver 1997. Pour le volet I du Programme de sensibilisation aux nouvelles approches pédagogiques de la Commission scolairede la Rivière-du-Nord. France Lapierre , septembre 1998. Révision février 2001.
1
Co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Q01. I like telling stories.
Q02. I like telling jokes.
Q03. I like to read in my spare time.
Q04. Taking notes helps me to understand and memorize.
Q05. I pay attention when I listen to a lecture or a presentation.
Q06. I have a pretty good memory for what I read or hear.
Q07. I use a rich vocabulary.
Q08. I'm a good writer.
Q09. I like solving crosswords.
Q10. I like playing Scrabble.
Q11. I have a good memory for names of people.
Q12. I have a good memory for names of places.
Q13. I have a good memory for dates.
Q14. I have a good memory for details.
Q15. I enjoy word games.
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Year 5 Reading
Log in to your Purple Mash account. Visit the page for The Last Selkie
Monday 29th June: ReadChapter 1 and complete Chapter 1 Quiz
Challenge Question
(Answer these in your exercise books- write the date and the title of the book)
1. After such a long drive, a ferry crossing from England, and an even longer drive before that, I'd been aching to stretch my legs. I took off along the beach, leaping over stranded seaweed, jumping through the waves as they broke on the shore. Why did Raveena want to stretch her legs?
2. Look at the paragraph beginning: We found her… Which word tells you that the shawl was too big for Old Ma?
3. Look at the paragraph beginning: I raced off… What do you think it smelt like inside Old Ma's house? Give a reason for you answer.
Tuesday 30th June: Read Chapter 2 and complete the Chapter 2 quiz
Challenge questions
1. Look at the paragraph beginning: Glimpsing a seal… to the paragraph ending: stared at me. Which of the three options did Raveena choose?
2. Look at the paragraph beginning: The creature stepped… Why do you think Raveena didn't feel scared of the creature?
3. Look at the paragraph beginning: "The Queen at… to the paragraph ending: …Queen's comb, Fionn?" How did Gad work out that Raveena didn't know how important the Queen's comb was?
Wednesday 1 st July: Read Chapter 3 and complete the Chapter 3 quiz
Challenge Questions
1. Look at the paragraph beginning: The ferry that… Find and copy words and phrases that suggest the ferry crossing was not a smooth ride.
2. Look at the paragraph beginning: A selkie is… to the paragraph ending: …me out a lot. Why has Old Ma been living on land for such a long time?
3. I stepped carefully now as we worked our way down this small steep gorge, cutting its way between two slices of headland. Thank goodness Mum couldn't see. She would have had kittens! Complete the following
Home Learning wc 29.06.2020
sentence. If Mum had seen Raveena on the steep gorge she would have had kittens because
______________________________________________________ ______________________________________________________
Thursday 2 nd July: Read Chapter 4 and complete the Chapter 4 quiz
Challenge Questions
1. Look at the paragraph beginning: In the daytime… to the paragraph ending: …and day intertwined. How did the Fairy Queen know that Raveena, Gad and Fionn had arrived? 2. Look at the paragraph beginning: From its perch… to the paragraph ending: …and day intertwined. Complete the following sentences.
Raveena felt excited because
_________________________________________________________ _________________________________________________________
Raveena felt frightened because
____________________________________________________________ ____________________________________________________________
Friday 3rd July: Read Chapter (5) and complete the review.
Fun Activity of the We ek:
You can do this with someone at home
Daily Activity
You should be reading for at least 30 minutes daily.
If you cannot access Purple Mash, choose a book of your own and use your Destination Reader stems to record your thoughts in your Exercise books. This should be done each day.
Date:29.06.2020
Name of Book:
Prediction: I wonder if…
Inference: The word __ tells me…
Summary: The key idea is…
www.worldofdavidwalliams.com
Story Time Ideas
Story Time Ideas
- Storytime Online has hundreds of videos: Click here to view
- For a challenge, Neil Gaiman has posted videos of himself reading his award-winning books The Graveyard Book and Coraline. You could read listen to a chapter a day! Click here to view
- https://www.getepic.com
Select, “Have an account? Log in” then click “Students and
Educators". Log in with your
class code:
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If you try any of these recipes and have any comments or
If you try any of these recipes and have any comments or suggestions, please reach out to our Nutrition Team:
Meredith — email@example.com Abby — firstname.lastname@example.org Staying Hydrated Using all parts of your food
suggestions, please reach out to our Nutrition Team:
April houses Earth Day and Food Waste Prevention week; two topics the Food Bank of Western Massachusetts is passionate about.
Food Waste Prevention Week takes place April 1st-7th, but the highlighted practices can be used all year long! Some of the key messages Food Waste Prevention Week notes is using foods you already have on hand to make meals. Here are some of their food waste prevention "challenges":
* One night a week, have a "Leftover Night."
* Designate an "Eat This Now" area of the fridge for food that needs to be eaten soon.
* Use your senses to decide if food is still good to eat, rather than just the date on the label. Dates on food labels typically indicate peak quality, not safety.
* Make the right amount of food for your family and for events. Share any excess food with friends, neighbors, and coworkers.
* Learn how to store food correctly. SaveTheFood.com/storage is a great resource.
* Reorganize your fridge to store items for maximum freshness.
* Look up ways to eat parts of fruits and veggies that you have traditionally thrown out. Did you know that carrot greens and cooked potato peels are edible?
For more information on food waste prevention, visit https://www.foodwastepreventionweek.com/learn to see tips on how to store food properly, save money and time at the grocery store, and protect the environment!
Earth Day takes place on April 22nd! When thinking of the environment and food, we can also think about what we store our food in! A lot of food containers can be recycled or reused in order to reduce waste.
* Wash and re-use glass jars from pasta sauce, salsa, and other foods to use as food storage containers. TIP: storing cut carrots and celery in water can help keep them crisp and prevent them from drying out. You can store them in a glass jar.
*
Recycle pizza boxes, milk gallons, soda cans, cardboard food containers, or any container that has the recycle sign on the back or bottom of it! TIP: saving cans and bot les that have the "MA Deposit" on them and then redeeming them at a can and bottle redemption center is a good way to make some extra $. You usually get 5-10 cents back per can/ bottle that you redeem. If you think about it, a 12 pack of soda cans will get you 60 cents back!
* Consider bringing a reusable bag to store fresh produce in at the super market. Using less plastic bags can help reduce plastic waste. We need to wash our produce anyways when we are about to use it because of potential contaminants during processing and transporting, so the plastic bags at the supermarket are not really protecting the produce from outside contaminants. | 1,153 | 642 | {
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Typical Structure of a Comedy
Aristophanic comedies have a more elaborate structure than the typical tragedy.
The chorus is also larger: 24 (as opposed to 12-15).
Prologue page 350: As in tragedies. Sets the conflict.
Parodos (Entrance Ode) page 372: As in tragedies, but the chorus takes up a position either for or against the hero.
Episode one page 383: a scene of action
Agôn (Contest) page 389: Two speakers debate the issue (typically with eight feet per line), and the first speaker loses. Choral songs may occur towards the end.
Episode 2 page 402: action continues
Parabasis (Coming Forward): After the other characters have left the stage, the chorus members remove their masks and step out of character to address the audience.
First the chorus leader chants in anapests (eight per line) about some important, topical issue, typically ending with a breathless tongue twister. Anapest: a metrical foot consisting of two short or unstressed syllables followed by one long or stressed syllable.
Next the chorus sings, and there are typically four parts to the choral performance:
1. Choral Ode 1 page 403: Sung by one half of the chorus and addressed to a god.
2. Epirrhema (Afterword) page 404: A satyric or advisory chant on contemporary issues by the leader of that half-chorus.
3. Antode (Answering Ode) page 404: An answering song by the other half of the chorus in the same meter as the ode.
4. Antepirrhema (Answering Afterword) page 407 An answering chant by the leader of the second half-chorus, which leads back to the comedy.
Episode 3 page 407: Primarily elaborating on the outcome of the agon.
Lyric scene 1 page 415: Poetry sung by the chorus.
Episode 4 page 417: Action continues
Choral Ode 2 page 436: An ode and antode without epirrhema and antepirrhema.
Choral Ode 3 page 439: An ode with episodic characteristics.
Lyric scene 2 page 450: Poetry sung by the chorus
Exode (Exit Song) page 451: As in tragedy, but with a mood of celebration and possibly with a riotous revel, joyous marriage, or both. | 948 | 514 | {
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Open Your Mind and Thrive Fable
A story about the benefits of an open mind.
Melvin Marsh Wren argued against new ideas until his friends found great success by embracing a satisfying new adventure while he just went hungry...
Open Your Mind and Thrive Fable
Bonnie and Benny, Blue Herons, liked to explore new things and places. They recently heard about how cattail plants were growing in Mellow Marsh. They decided to invite their friends, Molly and Melvin—both Marsh Wrens—to accompany them to the Marsh.
Molly squealed, "I'd love to go, especially when cattails are in bloom!"
Melvin looked suspiciously at his friends. "It's great right here at Paradise Pond. Why go all the way over to the Marsh? We've got plenty of mosquitos to eat in our own backyard."
"It'll be fun and I want to enjoy the weather and chat along the way. I'm sure we'll find something to eat at the Marsh," explained Molly encouragingly.
"I agree," Benny replied. "Who knows what we'll find on such an adventure?"
Molly said, "Come on, Melvin. It'll be fantastic!"
Melvin harrumphed. "No thanks, I'm staying here where the water's nice and lunch is nearby."
Bonnie, Benny, and Molly headed for Mellow Marsh. Upon arrival, they couldn't believe their eyes! The mosquitos swarmed everywhere and marsh grasses clumped perfectly for perching. They
2
stuffed themselves and then perched to watch the world go by. They made several new friends, too. It was heavenly!
When they got home, Melvin asked, "What took so long?"
"Oh, Melvin, Mellow Marsh was wonderful!" Molly gasped. "We ate and watched the Marsh activity and then we ate again. Millions of tender mosquitos surrounded us! We made new friends, too!"
Melvin sighed. "I only caught 3 mosquitos the whole time! I'm going on the next adventure," Melvin said as his stomach growled.
Moral: Keep an open mind and you will thrive.
3
Open Your Mind and Thrive Reflection
Melvin the Marsh Wren wasn't open to new places and things. He wasn't interested in visiting Mellow Marsh. But his friends, Bonnie and Bennie, the Blue Herons, loved to explore. Melvin's friend, Molly the Marsh Wren was excited to experience an adventure to Mellow Marsh.
Bonnie, Benny, and Molly delighted in the unknown possibilities of a trip to the Marsh. They were open-minded and looked forward excitedly to the prospects the Marsh might offer. As expected, they found an adventure that lived up to its possibilities.
Even when his friends encouraged him, Melvin refused to accompany them. Melvin believed that what he had at home was better than what he would find at Mellow Marsh. He thought it was a hassle to travel to the Marsh. Melvin's mind was closed to new adventures.
Melvin was quite disappointed when he heard Molly's stories of plentiful food at the Marsh. He saw their full bellies and heard interesting tales about their adventure.
Maybe you're like Melvin and aren't comfortable with new situations. You may typically choose not to venture out of your comfort zone. However, such a closed mind drastically limits your possibilities!
Perhaps you're more like Molly, and easily embrace the opportunities in life that come along. You have an open mind. And because you're willing to try new things, you find that your life is thriving.
4
When your mind is open to novel experiences, you're more likely to enjoy a thriving, fascinating life full of adventure!
Self-Reflection Questions:
1. Do you have an open mind?
2. How do you feel when a new opportunity comes along?
3. What more can you do to take full advantage of all that life offers?
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D.A.V. PUBLIC SCHOOL, PUSHPANJALI ENCLAVE, PITAMPURA
HOLIDAYS H.W. SESSION, 2022-23
CLASS-III
Summer Vacations are at our doorsteps. Holidays are a well deserved opportunity to relax and rewind by indulging in activities that are pleasurable at the same time educative. It's a sincere request to all to complete holiday projects and home assignments on time. Engage yourself whole heartedly as you will learn a lot through it. Practice your hobbies or inculcate new hobbies. Do a lot of Reading-can be newspapers, magazines, books or novels. Watch news daily in order to equip yourself with the world around.
Relax, enjoy, have lots of fun and come back. Refreshed!
ENGLISH
1. Make a small four lined notebook and write 10 pages of handwriting (cursive writing) in that notebook.
2. Reading his fun and it enhances vocabulary too. Read any two interesting stories related to fantasy, magic, mythology etc and write the following for both the stories:-
a) Name of the story
b) Moral of the story
c) Character - describe the characters of the story in 3 to 4 sentence .
d) Summary of the story
Also makeup puppet on any one character from either of the two stories you have read.
HINDI
MATHS
- Make a separate holiday's homework notebook and cover it.
- Do Q1 to Q4 in holiday's homework notebook.
Q1. Find the Sum of
a) 4325 , 3279 and 432
b) 6576 , 1123 and 265
c) 578 , 2356 and 6199
d) 2678 , 3234 and 49
e) 1305 and 5678
Q 2. Subtract
a) 800 – 454
b) 797 – 238
c) Greatest 3 digit number from the Smallest 4 digit number
d) 908 From 920
e) 405 From 631
Q3 Multiply
a) 35 x 6
b) 37 x 9
c) 52 x 3
d) 90 x 9
e) 35 x 8
Q4. Learn the Multiplication Tables from 2 to 10 and write them twice in holiday's homework notebook .
Q5.Art Integration Activity
Make a working model for Multiplication Tables using coloured papers, coloured pens etc
Few samples explore and make a creative model https://www.youtube.com/watch?v=FP9sfVezmxE
https://in.pinterest.com/pin/281826889169692504/
https://www.youtube.com/watch?v=uRbICKb7aoA
SCIENCE
As we all are facing the heat and talking about the record breaking temperature in Delhi, let's do some research and find out the ways to tackle it.
*Suggest at least 3 ways of keeping the temperature down in your surroundings.
*Write the recipe of any one refreshing drink.
The work can be done on two separate A4 size sheets.
SOCIAL SCIENCE
PROJECT WORK:- OUR DRESSES (L-4)
The students will be creating a project file using ruled sheets.
The students will have to create pages as per mentioned
1. Page 1 should be an attractive cover page highlighting the topic- Our Dresses.
2. Page 2- Need for clothes/ Why there is so much variety of dresses in India.
3. Page 3- Types of fabric used to make clothes.( paste types of fabric)
4. Page 4- Dresses according to seasons/weather.
5. Page 5- Dresses according to festivals.
6. Page 6- Dresses worn by different communities.
7. Page 7- Dresses according to famous dance forms of India.
8. Page 8- Dresses according to various occupation.
9. Page 9/10- Dresses according to any 5 states of India.
Footnote:-
a. The project should be handwritten by the child.
b. You have to paste colourful pictures . Write a single line on every topic .eg;- if pasted pictures of clothes of summer season, write a single line on the type of clothes worn in the particular season. Then write single line on clothes used in rainy season.
c. Samples of types of fabric have to be pasted.
d. The child should be aware of all the things mentioned in the project as later on submission, oral questions would be asked from every child related to his/her project.
e. The sheets can be punched and tied with a ribbon and submitted by 5 th July.
f. You can use your own creativity to do your project work.
COMPUTER
Make a video on hacking/different types of hackers.
Instructions –
Duration of the video – 1 min only
Props & costume to be used
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THE IMPORTANCE OF PARENTAL INVOLVEMENT IN EDUCATION
The Valuable Role of Parents in Student Success
All parents want their children to make friends, have positive experiences, and succeed in school. But many parents underestimate how important they are in making those things happen.
The Research is Clear…
f Parents make a meaningful difference to their children's education.
f When families are involved in education, student achievement increases
How do you make a difference?
f Simply demonstrating that you value education is more meaningful than you might think. Research shows that when families promote the benefits of a good education, students' outcomes improve.
f Creating a positive educational environment at home is essential. You support your children's educational success by …
y talking to your children about school and why you think it is so important.
y showing an interest in what they are learning.
y encouraging your children to do their best.
f Being able to read is a foundation for educational success. And the good news is, you don't have to be a teaching expert to build your children's reading skills. You help your children's literacy and language development by …
y Helping your children access books, such as using the library in the school or in town to bring books into your home.
y Reading to your children or listening to them read to you.
y Telling stories.
y Talking with your children about topics that interest them.
f Students must attend regularly in order to succeed in school.
y Making sure your children arrive at school on time every day is crucial.
1.1 – 1
y Teaching children to arrive at school on time each day also builds habits that will benefit them throughout their lives.
f Students need to be rested and ready to learn.
y Helping your children (even stubborn teenagers) get to bed at a reasonable time improves their ability to concentrate. Adequate sleep helps children and teens absorb new knowledge and manage their behaviour.
y Encouraging your children (even picky eaters) to eat nutritious foods ensures they will have enough energy to learn and fully participate in school activities.
f Meeting with teachers and school staff who support your children is critical. When school staff and families work in partnership, students benefit. What can you do?
y Get to know your children's teachers early in the school year, and do what you can to build a positive relationship with them.
y Read your children's report cards carefully and pay close attention to their progress in school. Follow-up with teachers if you have specific questions.
y Read reports and notices sent to you about your child's progress, about whether they are keeping up with assignments, etc.
y Attend parent-teacher meetings.
y Work together with school staff to maintain high expectations for your children.
y Share your knowledge about what your children do well and what helps them learn.
f Students need routines and a space at home to help them study.
y Try to set aside regular times for your children to do homework, prepare for tests, read, etc.
y As much as you can, find a time and space that is quiet, free from distractions, comfortable, and well-lit where your children can do their schoolwork. Don't wait until too late in the evening, when your children will be tired and they should be going to bed.
y Help your children organize the things they need for studying so they don't waste time running around looking for supplies, materials, charge cords, etc.
y Turn off phones so your children aren't tempted to text and check the internet when they are supposed to be studying.
f Do not underestimate the real difference you make in your children's educational success. You are helping them learn and succeed each and every day.
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Part 1: Bible Basics Class 4: Christ and the Bible
Objective: To describe the relationship between Jesus Christ, the Living Word, and the Bible, the written word.
"In the beginning was the Word, and the Word was with God, and the Word was God. He was in the beginning with God. All things were made through him, and without him was not any thing made that was made. In him was life, and the life was the light of men." (John 1:1-4 ESV)
Question 1: What was Jesus' position on the nature of the Bible?
- It is essential to have the same position on the Bible that Jesus did. Throughout scripture Jesus demonstrated belief in:
- The ____________ of the Bible (John 10:34-36; Matthew 22:29)
- The ____________ of the Bible (Luke 24:25-27; John 14:10)
- The ____________ of the Bible (Matthew 4:1-11; Luke 16:27-31)
- The ____________ of the Bible (Matthew 24:35)
"The chief reason why the Christian believes in the divine origin of the Bible is that Jesus Christ Himself taught it." – John Stott
⧫ Key takeaway: Jesus sets the example for us regarding how to treat the scriptures: as divine, authoritative, and sufficient!
Question 2: How does the Old Testament point to Christ?
- The Old Testament's narrative is filled with ______ and ________ that can only describe Jesus.
- Typical __________. (Adam, Melchizedek, Isaac, Joseph, David)
- Typical __________. (The Flood, the Plagues, the Passover)
- Typical __________. (The offerings, the cleansings, the feasts)
- The Old Testament is filled with _________________ that are clearly fulfilled in Jesus Christ.
⧫ Key takeaway: The Bible is all about pointing us to the Savior, the Lord Jesus!
Question 3: What is the relationship between the Living Word and the written word?
- Jesus Christ is the ultimate ____________ of God. (Hebrews 1:1-2)
- The written word (Bible) ____________ us to the Living Word (Jesus) - we must read and obey the scriptures to know Christ and look like Christ.
- ______________ (the study of the nature of Christ) is the foundation of all we believe about every other doctrine.
⧫ Key takeaway: Jesus Christ is the foundation, main character, substance, and goal of the Bible!
Bibliography
"Types and Antitypes" by Clarence Larkin
"The Top 40 Messianic Prophecies" by Jews for Jesus
"Christ at the Center of All Theology" by Ed Marcelle
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Patient & Family Guide
2017
After Sedation and Your Child
After Sedation and Your Child
Your child was given medicine that causes drowsiness. The medicine may also cause shortterm clumsiness or poor balance. This may cause poor judgment, leading your child to do things they wouldn't normally do. For these reasons, you must watch your child closely for the next 12 hours.
We suggest the following:
* Have someone sit next to your child in the car on the way home.
* Your child should not eat or drink for the next 2 hours. After 2 hours, they can start slowly with clear fluids. For children less than 1 year old, wait 1 hour and then start with half of a normal feeding.
* Your child should avoid play that needs balance, strength and coordination for 24 hours. They should stay away from activities such as swimming, biking, skating, climbing, swing sets, monkey bars, stairs and playing in high places. These types of play by children who still have this medicine in their system can cause injury.
* Your child should be supervised at all times. This is very important for children who like to play outside alone.
* Your child should not bathe, shower, cook or use electrical devices for the next 12 hours, unless someone is watching them closely.
* Do not give your child any medicine unless ordered by a doctor. If your child takes medicine on a regular basis, ask the doctor when it should be started again.
* Once your child has fallen asleep, check on them twice, 2 hours apart. For example, check on them at 8 p.m. and then again at 10 p.m.
* If you notice anything unusual about your child, or if your child isn't able to drink fluids within the next 4-5 hours, call 811 (Nova Scotia Telecare Service) to talk to a registered nurse (RN) or go to the nearest Emergency Department.
What are your questions? Please ask. We are here to help you.
Notes:
Looking for more health information?
Find this pamphlet and all our patient resources here: http://library.nshealth.ca/PatientGuides Contact your local public library for books, videos, magazines, and other resources. For more information go to http://library.novascotia.ca
Nova Scotia Health Authority promotes a smoke-free, vape-free, and scent-free environment. Please do not use perfumed products. Thank you!
Nova Scotia Health Authority www.nshealth.ca
Prepared by: Emergency Department, Hants Community Hospital© Designed by: NSHA Library Services
The information in this brochure is for informational and educational purposes only. The information is not intended to be and does not constitute health care or medical advice. If you have any questions, please ask your health care provider. nd educational purpos nstitute health care or med k your health care provider.
WA85-1389 Updated June 2017 The information in this pamphlet is to be updated every 3 years or as needed. ated eve pdat tion in 3 ye | 1,181 | 627 | {
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Storm Water Staff Survey Iowa State University MS4 2004 Data
Introduction:
The following is a summary of data collected as part of a web based storm water staff survey. The purpose of the survey was to gain an understanding of existing staff knowledge on activities that impact storm water quality and of existing staff behaviors that relate to pollution prevention and good housekeeping. This survey was completed in accordance with Part II (A)(1) of the Iowa State University Municipal Separate Storm Sewer System (MS4) permit issued by the Iowa Department of Natural Resources.
A set of survey questions was prepared by the Department of Environmental Health & Safety (EH&S) at Iowa State University (ISU) and presented to the ISU community via the EH&S web page. The survey was then advertised during training sessions and in a number of campus publications. A total of 65 members of the campus community participated in the survey, which are disappointingly small numbers compared to a community of approximately 25,000 students and 5,000 staff. EH&S is unable to comment on the statistical significance of the data collected or as to the reasons participation was low. Answers to each question are presented in the order they were asked.
Survey Results:
1) The storm water drain in the street runs into the local creek.
(True – 52, False – 13)
2) The best way to clean up an oil spill is to scrub it with detergent and hose it off into the gutter.
(True – 3, False – 62)
3) Storm water from the gutters goes to the sewage treatment plant for treatment.
(True – 7, False – 58)
4) When it rains, the sewage system leaks and overflows into our local creek.
(True – 21, False – 44)
5) It is safe to swim at the beach after a rain event. (True – 29, False – 36)
6) Washing your car at home uses more water than a commercial car wash.
(True – 38, False – 27)
7) Landscaping your yard can help reduce storm water runoff.
(True – 61, False – 4)
8) Sewer systems and storm water drain systems are the same.
(True – 3, False – 62)
9) What do you see as the underlying cause(s) of pollution in our local waterways?
Lack of education - people don't know how to protect the local waterways. (46) Pollution prevention practices cost too much for businesses to afford. (15) People don't really care what happens to the local environment. (24) Environmental protection laws are not enforced by the federal or local government. (18) Other (6)
Survey Results: (continued)
10) Do you know where the storm water drain from your place of employment goes? (Yes – 18, No – 47)
11) For environmental reasons, do you re-use or recycle wastes instead of throwing them away? (Yes – 42, No – 23)
12) Are you aware of current environmental legislation relating to water pollution? (Yes – 23, No – 42)
13) Did you know it is illegal to dump wastewater or water containing soaps, paint, cleaning products, or grease and oil into streets or storm drains? (Yes – 47, No- 18)
14) Did you know that storm drains do not remove pollutants and were designed for the specific purpose of draining water from sidewalks and streets? (Yes – 57, No – 8)
15) Are you familiar with the Iowa State University Storm water Management Plan? (Yes – 11, No – 54)
16) Do you do any of the following?
Dump waste in storm drains? (3)
Keep yard clippings out of the street? (31)
Dispose of all household chemicals properly (by following package directions or calling your local public works department for proper disposal guidelines)? (35)
Sweep your driveway clean? (27)
Hose down your driveway? (14)
Conclusions:
Since this was an initial staff survey and there is no data to compare the results against, any analysis is purely speculative. It is encouraging to see that the majority of respondents understand that storm sewers are separate from sanitary sewers and that effluent is discharged to waterways untreated. It appears that few respondents knew that ISU has a storm water management plan, where ISU's storm water drains and about storm water legislation. These may be topics that can be addressed in future educational campaigns. Considering how many respondents consider "lack of education" the root cause of pollution, this may be the best plan. | 1,902 | 954 | {
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Short Communication
Greenhouse Farming: Benefits and Opportunities in Nigeria
Ayodele Farinde*
Agribusiness, Greenhouse and Organic Agriculture Expert, Kaspharyn Solutions, Nigeria
*Corresponding Author: Ayodele Farinde, Agribusiness, Greenhouse and Organic Agriculture Expert, Kaspharyn Solutions, Nigeria.
Received: April 13, 2020; Published: May 07, 2020
The present agriculture sector faces the daunting challenge of providing adequate fruits and vegetables for booming Nigeria population which is growing at more than 3% annually. There is limited scope for expansion of arable land in peri-urban and urban areas, and growing threat to open-field agriculture from climate change in the form of unpredictable weather, high temperature, drought, delayed/ short rainfall, high incidence of pests and diseases, low yield and other disastrous events. These make the task of providing enough fruits and vegetables for the growing Nigeria population even more challenging. The changes in lifestyle and the accompanying increased needs brought on by new consumer habits has led to increased consumption of fruits and vegetables.
Fruits and vegetables enjoy wide acceptance by consumers, largely due to their beneficial health aspects. The new needs presented by consumers demand products of good quality and taste. The increase in demand for these products has caused farms to incorporate new production technique known as greenhouse farming technology.
Greenhouse farming technology involves the growing of high-valued fruits and vegetables in a controlled protected structure. This controlled protected structure is what we call Greenhouse. Greenhouses have been used to grow tomatoes, bell pepper/sweet peppers, hot peppers, cucumbers, leafy/root/fruit vegetables, fruits, strawberries herbs, spices, flowers, tissue cultured seedlings etc.
Greenhouse provides the most suitable micro-climate for the maximum plant growth. The design, construction and management of greenhouses in the tropical climates are quite different from the temperate climates. The tropical climates require lowering of temperatures inside the greenhouses as against increasing of temperature in the temperate climates.
Benefits of greenhouse farming
1. Greenhouse farming is a sure guarantee for off season and year-round production.
2. Greenhouse farming can be started on marginal lands or using soilless culture (Hydroponics) in urban and peri-urban areas.
3. Greenhouse farming technology maximizes small inputs (such as space, water, nutrients/fertilizers etc.) to give large output and resource-use efficiency is assured.
4. Greenhouse farming allows you to use less agrochemical. You can incorporate organic amendments, fertilizers and treatments into greenhouse farming. You can even go organic with greenhouse farming.
5. Yield from greenhouse farming is 5 - 10 times higher than open field cultivation. Hence, greenhouse farming is more profitable and secured than open field cultivation.
07
6. Greenhouse produces have longer shelf life and better quality. They are protected from external adverse weather conditions and there is low/no incidence of pests and diseases.
7. Greenhouse farming technology is not a rocket science. It can be learned with the guide of a greenhouse farming expert.
Opportunities in greenhouse farming
1. Ready market: Greenhouse produces are in high demand by supermarkets, farmers' markets, fruits and veggies stores, processors, restaurants, confectioneries, hotels, domestic and international markets. Hence, greenhouse technology allows you to supply all-year-round.
2. Low-medium cost greenhouse solution: There are low-medium cost solutions for greenhouse farming technology in Nigeria. Low-cost greenhouses are often constructed using timber, hard wood or bamboo while medium-cost greenhouses are constructed with G.I pipes.
3. Group or cooperative farming: Greenhouse farming is a worthwhile investment in Nigeria for group of individuals, investors, farmers, agripreneurs, entrepreneurs, graduates, professionals or retirees. Existing farms can conveniently expand into greenhouse farming.
4. Funding opportunity: Expanding farms/greenhouses, groups, cooperatives, even start-ups can get funding from banks and financing organisations in Nigeria. Greenhouse farming technology offers more crop security than open field farming.
5. Payback period: Greenhouse investment can be recovered in 1.5 - 2.0 years.
How to access greenhouse technology
Greenhouse technology is readily available and can be accessed through Kaspharyn Solutions, Nigeria. Their greenhouses are fabricated locally using high quality materials.
Volume 6 Issue 6 June 2020
© All rights reserved by Ayodele Farinde. | 1,975 | 903 | {
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Belleville Intelligencer
August 19, 2006 Saturday
Ontario: NEWS; Pg. C7
Bridge Improves Students' Test Scores
Malcolm Ewashkiw
Dr. Christopher Shaw, a researcher from Carlinville, Ill., recently completed a study that shows that children who play bridge perform better on standardized tests than their non-bridge playing counterparts.
Bridge players have long believed that teaching children bridge improves their critical thinking skills. The American Contract Bridge League recently made a presentation to the annual meeting of the National Council of Teachers of Mathematics. BridgeAtSchools, Inc., a Wilmington, Del., organization, has as its aims to motivate and engage children and foster social, emotional and intellectual growth.
According to Shaw's study, BridgeAtSchools is on the right track. Shaw selected six groups of fifth graders from the Carlinville Public Schools who were similar in academic ability. One group learned to play bridge as part of its math instruction, but the other five did not.
All of the students had taken the Iowa Test of Basic Skills in September, 2001 (before bridge instruction began), and then again in May 2003 (sixth grade) and May 2004 (seventh grade). The 15 students who learned to play bridge as fifth graders were mixed with other students in the sixth and seventh grades.
Performance on the ITBS, quite naturally, increases as students age; educators and parents pay great attention to the improvement of scores from year to year. What Shaw discovered was that students who learned to play bridge had a significant increase in their ITSB scores compared with their non-playing classmates.
The bridge-playing students showed the greatest percentage increase in science scores (39.11 per cent) and the lowest in language scores (13.39 per cent). Shaw believes that learning to play bridge has such a dramatic effect on the test scores because "bridge is a game that develops inferential reasoning skills, which are very difficult to teach elementary students. These skills appear to be used in all five subject areas (reading, language, math, science, social studies) in middle school."
The full article on this subject is available at the ACBL's web site, www.acbl.org. BridgeAtSchools can be found at www.bridgeatschools.org. Finally, the ACBL has created a new web site for young people that I wrote about in a column a few months ago. Its address is www.bridgeiscool.com.
Just recently, the 11th World Youth Bridge Team Championships were held in Thailand. | 1,081 | 520 | {
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Understanding Exchange Rates
Part 1: Calculating Exchange Rates
Directions: Go to https://www.xe.com/currencytables/ to calculate exchange rates and complete the following chart. You will need to find the current exchange rates for the Euro, Canadian Dollar, Egyptian Pound, Russian Ruble, South African Rand, and Swiss Franc. For example, suppose the table indicates that the price of a U.S. Dollar, in terms of the Euro is .70; therefore, $1 = $.70 Euros, and 1 Euro = $1.43. You can then use that information to answer other questions in the exercise.
1 Euro =
$
- $1 =
Euros
1 Canadian Dollar =
$
- $1 =
Canadian Dollars
1 Egyptian Pound =
$
- $1 =
Egyptian Pounds
1 Russian Ruble =
$
- $1 =
Russian Rubles
1 South African Rand =
$
- $1 =
South African Rands
1 Swiss Franc =
$
- $1 =
Swiss Francs
1. How much does it cost in US Dollars to buy one South African Rand?
2. How much does it cost in Russian Rubles to buy one US Dollar?
3. Suppose you want to buy a sculpture, and the price is 2000 Egyptian Pounds. How much would the sculpture cost in US Dollars?
4. Suppose you want to buy a watch, and the price is 50 Swiss Francs. How much would the watch cost in US Dollars?
Name:
Date:
1
Part 2: Analyzing Exchange Rates Trends
Directions: The top ten trading partners for the United States include Canada, China, France, Germany, India, Italy, Japan, Mexico, South Korea and United Kingdom (in alphabetical order, not order of trade). Go to http://fxtop.com/en/historical-exchange-rates.php and locate the average historical exchange rate data for the country you selected in comparison to the U.S. for the past ten years. Graph the changes in exchange rates over this period of time. Briefly explain the possible outcomes of the changes for U.S. companies trading with the selected country or for U.S. consumers purchasing their products. For example, did exchange rates increase or decrease significantly in the last ten years — or did they stay relatively stable? What do you think happened to prices of the goods we purchased from that country during the last ten years? Would we tend to buy more if exchange rates increase or decrease? If so, which years might indicate an increase or decrease in purchases?
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20 teaching ideas for dyslexia
Re-cap! Not only useful for dyslexic students, re-capping what has been covered previously is useful for many students, helping them to place the lesson in context.
Reading aloud. Get students to re-read their work to themselves or another student. This will help them to get into the habit of checking their work, and identifying any spelling mistakes that they are making frequently.
Clear instructions. It is difficult for dyslexic students to remember lots of different instructions. Display instructions clearly, and for the duration of the lesson, so that students can check on their progress.
Prepared notes. Don't expect dyslexic students to be able to copy down large chunks of information. Hand-outs or worksheets with brief notes and images are really effective at helping them absorb information.
Coloured pens. If you are putting lots of writing on the board, using different pens and underlining key words will help.
Messenger. Consider asking dyslexic students if they are happy to act as the envoy during group work activities; this will often save them having to be the scribe.
Flexible homework. When setting homework, consider that reading and writing tasks will probably take longer for dyslexic students to complete. It may be worth giving them a differentiated version of the task or an extended deadline.
Timings. Display the different parts of your lesson on a whiteboard. This will provide a helpful visual guide and allow them to divide the lesson into 'chunks'.
Font and colour. Changing the background colour of a worksheet can help,
as can making the font thicker and ensuring the text is well spaced.
Flow chart. Provide a flow chart diagram of a topic at the start in order to give an overall view of the topic. This will help to compensate for the short term memory problems that many dyslexic students face.
20 teaching ideas for dyslexia
Layout. Any written instructions should be concise and to the point without unnecessary details. Try to use a clear layout with short sentences.
Images. Images on worksheets can help dyslexic students to more quickly read and decipher the meaning of the text and to retain the focus and emphasis of the text.
Methods of communication. Try a range of delivery methods that don't involve students reading. Videos, audio or podcasts are all good alternatives.
Thinking clearly. Some dyslexic students will find it helpful to put their thoughts into words first – they can explain it to a classmate, TA, teacher, or even a Dictaphone if helpful. This creates an excellent opportunity to process their thinking without the added complication of writing!
Recording. If appropriate, consider using a voice recorder rather than writing notes – especially useful during re-cap, revision lessons.
Sharing ideas verbally. Get students to work with a classmate who they can dictate their thoughts/answers to and share ideas with. Useful for collaborative learning.
Display key information. Have key information, like topic words, displayed clearly. This provides an immediate reminder of relevant information and helps to compensate for any short term memory issues faced.
Learning aids. There are many different learning aids which will help dyslexic students, like text reading software or voice recognition software. The British Dyslexia Association website is a good place to look.
Learning types. Work out which type of learner your dyslexic student is: visual, auditory or kinaesthetic. Then differentiate your activities/tasks accordingly.
Cloze exercises. Useful for all students. Great as a way to re-cap knowledge, assess learning and revision without lots of writing! | 1,408 | 725 | {
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Insulation of Housing for Small and Backyard Poultry Flocks
articles.extension.org/pages/66118/insulation-of-housing-for-small-and-backyard-poultry-flocks
Written by: Dr. Jacquie Jacob, University of Kentucky
Insulation is any material that reduces the transfer of heat from one area to another. Insulating a poultry house minimizes the transfer of heat from inside to outside and from outside to inside, helping you keep heat in during winter and out during summer. As a result, using insulation both conserves heating energy and provides more comfortable conditions for your flock. Although insulation has these benefits, keep in mind that it also adds to the material costs of a building.
Choosing an Insulation Material
The most common types of insulation are soft materials, such as batt and blanket materials. These substances, however, are attractive to rodents and insects as nesting materials or food sources. If you use batt or blanket material, you should ensure that the insulation is tightly enclosed in a hard outer material. As an alternative, you can use a rigid insulation. Rigid insulations are made from wood byproducts, cellulose, or expanded plastic materials, such as polystyrene. The outer surfaces of sheets of rigid insulation vary in hardness, but some types are strong enough to last in poultry houses.
Regardless of whether it is soft or rigid, insulation must be effective. The effectiveness of insulation is indicated by its R-value. The R-value is a measure of the resistance of a material to conduct heat as indicated by the difference between inside and outside surface temperatures. Good insulating materials have R-values of greater than 10.
The effectiveness of insulation can be disrupted by climate. Moisture can condense on the interior surfaces of the exterior walls or ceiling of a poultry house during cold weather if the temperatures of those surfaces drop below the dew point of the inside air. This effect is similar to what occurs when moisture collects on the outside of an iced drink. Some types of insulation lose their effectiveness if they get wet. Consequently, adding a vapor barrier of plastic sheeting to insulating material (on the side of the material that faces into the poultry house) helps keep moisture from reaching the interior surface of the exterior walls or ceiling.
Installing Insulation
You can install insulation in the walls and in the ceiling or under the roof of your poultry house. Insulation installed in the ceiling or under the roof works equally well in insulating the building. However, when possible, such as when building a new structure, it is best to place the insulation directly under the roof, thereby providing fewer nesting spots for rodents and insects.
Your birds should not be exposed to or have access to the insulation or vapor barrier. You should cover any insulation or vapor barrier material with an interior sheathing. The interior sheathing should be durable and made of material that can be easily fastened, painted, cleaned, and disinfected. Options for interior sheathing include wood, plywood, sheet metal, and plastic panels. | 1,227 | 616 | {
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Adult to Small Child
Read: Acts 2:1-4.
Reflect: Although the church won't celebrate Pentecost for several weeks, this is the week when our scripture readings take us through the story of the Spirit in the church. To describe the Spirit, scripture uses powerful images, including a violent wind and tongues of fire. Just as suggested last week with planting seeds to represent death and darkness, this week we might also want to be cautious with our analogies, as very young children are quite literal. On the other hand, I'm personally fine with young children believing that God is literally the wind.
Respond: Bubble Prayer: Soap bubbles are such a magical part of a young child's life. They are easily incorporated into a fun and whimsical prayer. Say any prayer you wish out loud and then blow the bubbles. One simple prayer might be, "God, thank you for the gift of the Spirit. Amen."
Adult to Elementary Child
Read:
Acts 2:42-47.
Reflect: This book of what happened after Jesus died, rose again, and returned to God is called Acts, which really interests me. It's the story about what Jesus's followers did, not what they thought, but how they behaved. In the second chapter of Acts, Luke describes the community of believers doing a lot of what we do on Sundays when we gather at church: teaching and being taught by the apostles, praying, sharing meals and "breaking bread" together. They sound like a family; they took care of each other in ways that sound surprising to us; they shared everything, selling their homes and possessions in order to provide for those among them who had the least. In living this way, they felt awe and joy and the community grew as other people saw what they were doing, how they acted toward each other. Respond: There's an old saying: You might be the only Bible someone reads today. What do you think that means? What is one thing your family does that would show others without explaining that you are followers of Jesus?
By their actions it is easy to tell that the early church believed that being in community was essential to living for Christ. How has community shaped your faith, your excitement and ability to live for Christ? How does this idea change your perception of your role within your community?
Adult to Youth or Young Adult
Read:
Acts 2:43-47.
Reflect: Acts 2:43-47 tells us how Jesus' followers lived in the early days of the church. They sold their possessions, shared money and resources, ate together, fellowshipped. The early Christians who had literally experienced Jesus' life, death and resurrection created a community. Their response to Jesus' resurrection and ascension was to live together, work together and be in ministry together.
Acts 2:44-45.
Adult to Adult
Reflect: "And all the believers met together in one place and shared everything they had. They sold their property and possessions and shared the money with those in need." Community is a sharing of commonalities and interests by a particular group. Along with other reasons, communities are formed for social change and spiritual growth. When we lean in to our community, we see families flourish and municipalities begin to resolve systemic issues that are the root cause of city wide turmoil. In "Mi Casa Uptown," Rich Perez pens a love story about his city and loving her well just as Christ loved his church. "Mi Casa Uptown" teaches how to fight injustice, welcome new hope, and respect the land on which a city is built. Rich Perez reminds us that Christ deeply loved his community. In Acts 2, we are reminded that the first church was a community, not a building of bricks, walls or crosses. It was a group of believers gathered in the presence of Jesus. I imagine this was what it was to be the hands and feet of Jesus. When we are here for one another, we are the church in its purest form.
Respond: How can you love your community well this week? Consider attending a poetry event, advocating for a park's natural resources, or simply praying for her. Your community, similar to the first church, asks us to love her well. Jesus filled the streets with hope and equipped us to do the same.
Faith-at-Home is a Forma sponsored resource for
Thanks to our writers: Carolina Hinojosa-Cisneros, Melissa Cooper, Traci Smith, Wendy Barrie and Jerusalem Greer | 1,648 | 918 | {
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Dog idioms
Here is a list of dog idioms.
As clean as a hound's tooth
If something is as clean as a hound's tooth, it is very clean. A hound is a hunting dog.
We didn't rest until the house was as clean as a hound's tooth. I
As crooked as a dog's hind leg
If somebody is as crooked as a dog's hind leg, they are very dishonest.
My former employer was as crooked as a dog's hind leg. I am glad to have left his company. I
As sick as a dog
When you are as sick as a dog, you are very sick.
She was as sick as a dog when she got home from work. I
Bark is worse than bite
If someone's bark is worse than their bite, their words are worse than their actions.
Don't worry about what my mother said. Her bark is worse than her bite and she is actually a I caring person.
Bark up the wrong tree
To bark up the wrong tree is to put the blame on the wrong person.
You are barking up the wrong tree by accusing me of poisoning your dog. I didn't do it. I
Call the dogs off
To call the dogs off is to stop haunting someone.
They will not come out of their hideouts until the police call the dogs off. I
Dog and pony show
A dog and pony show is a highly promoted, over-staged performance organized with the sole objective of impressing people. This expression has a negative connotation. It is not used to talk about a campaign that you approve of.
Dog-eat-dog
Used to refer to a situation where people are ready to hurt others to get what they want.
It is a dog-eat-dog world. If you aren't competitive, you won't get anywhere. I
Dog in the manger
Used to refer to a person who keeps something they don't want in order to prevent others from having it.
Sam is such a dog in the manger. He wouldn't let his brother ride his bike though he doesn't use it I himself.
Every dog has his day
Used to mean that everybody will get an opportunity
Don't worry about these setbacks. Every dog has his day. Someday, you too will get an opportunity I to prove your mettle.
Fight like cats and dogs
To fight like cats and dogs is to fight violently all the time.
My boys are always fighting like cats and dogs. I
Go to the dogs
If a company or a country is going to the dogs it is becoming less successful than it was.
His career has gone to the dogs because of his drinking problem. I
A lot of things in our country have gone to the dogs during the last few years. I
In the doghouse
When you are in the doghouse, you are in trouble.
The president's secretary is in the doghouse over some controversial remarks she made to the I press.
I am in the doghouse with my boss. I missed an important deadline. I
Lead a dog's life
To lead a dog's life is to lead a miserable life.
Janet leads a dog's life. She works three jobs in a day. I
Let sleeping dogs lie
Don't create trouble when you do not have to.
Janet: I was again late for an appointment. Should I ask the boss if he is angry about that?
Maria: If he hasn't said anything about it, let sleeping dogs lie.
Put on the dog
To put on the dog is to wear expensive dresses.
She is putting on the dog for the party. I
To put on the dog is to try to appear richer than you are.
Maria likes to put on the dog in front of her neighbours. I
Rain cats and dogs
To rain cats and dogs is to rain very hard.
It has been raining cats and dogs since yesterday. I
A shaggy dog story
A long and pointless story
He told me a shaggy dog story about how he got his first job. I
The tail is wagging the dog
When the tail is wagging the dog, a person who occupies an insignificant position controls everything in an organization.
There is no point in talking to the manager. You should talk to his secretary. The tail is wagging I the dog in this company.
Top dog
The top dog is the most important person in a company.
My dad is the top dog in his company. I
Work like a dog
To work like a dog is to work very hard.
She works like a dog to raise her four children. I
You can't teach an old dog new tricks
Your dad is too old to learn driving now. You can't teach an old dog new tricks. I | 1,431 | 992 | {
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F 250-868-8836
T 250-868-8816
email@example.com www.studio9.ca
Policy for the Acquisition and Removal of Learning Resources: A Policy 2016/17
Rationale
Learning resources, as defined by the Ministry of Education as "information represented, accessible or stored in a variety of media and formats, which assists student learning as defined by the learning outcomes of the provincial curriculum." Generally, learning resources are texts, videos, software, and other materials that assist students to meet the expectations for learning, as defined by provincial or local curricula.
Before a learning resource is used at Studio9, it must be evaluated to ensure that criteria such as curriculum match, social considerations and age or developmental appropriateness are met. At Studio9, resources are selected to be evaluated which meet one or more of the following requirements:
1. Support the learning outcomes of the curriculum
2. Assist students in making connections between what they learn in school and its practical application in their lives
3. Are developmentally and age appropriate
4. Support integration across other curricula
5. Promote hands-on activities and an applied approach to learning
6. Address the learning styles and needs of all students, including English-as-a-
7. Second-Language students and students with special needs
8. Assist both specialist and non-specialist teachers
9. Provide assessment and evaluation strategies
10.Promote personal and intellectual development
11. Encourage students to explore careers and/or post-secondary education
12.Support teachers in providing learning opportunities to develop information technology and media literacy skills
13.Encourage students too se,access,evaluate,analyze,process,and present information using current technology
14.Promote awareness of issues and concepts involving science, technology, and society
15.Have instructional and technical design integrity
16.Comply with provincial guidelines for social considerations
17.Reflect the diversity of cultures, including Aboriginal cultures in British Columbia and Canada
18. Support the principles of sustainability
STUDIO 9
Acquisition
The following steps are fulfilled before a learning resource is used at Studio9:
1. The teacher/staff member presents the Principal with information about the learning resource/the learning resource itself, including how/why it will be used in teaching curriculum and how it fits the initial requirements for consideration (see above)
2. The Principal assesses the learning resource, based upon the Learning Resource Criteria form (see attached)
3. If the learning resource is deemed to be appropriate for use, based upon the Learning Resource Criteria form, the Principal will approve the use of the learning resource for the initial intent described by the teacher/staff member (other teachers/ staff members who wish to use an approved learning resource for other age levels/ intents must have this use approved by the Principal)
If, at any time, the Learning Resource is later found to be inappropriate for content, language, presentation, developmental age of the user, promotes intolerance, is biased, or any other reason that the Principal deems, the learning resource will be immediately removed from use at Studio9 (this includes previously approved resources, which may become out of date in terms of what is socially and pedagogically acceptable).
Appealing Resources
If a student/parent/staff member has concerns about a learning resource, or wishes to have a learning resource removed from the classroom/school due to concerns regarding it's appropriateness, the following steps will occur:
1. The questioner will be invited to meet with the Principal to discuss concerns regarding the learning resource.
2. The Principal shall explain to the questioner Studio9's learning resource selection procedure and criteria.
3. The Principal and appropriate educational staff will explain the particular place that the reconsidered resource occupies in the education program and its intended educational usefulness.
4. If the questioner wishes to file a formal request for reconsideration, the questioner must do so in writing to the CEO within seven days of meeting the Principal to discuss the learning resource.
5. The CEO will report back in writing to the questioner, the staff member using the resource, and the Principal his/her final decision regarding the resource.
6. If the CEO deems the resource as appropriate and maintains it's position within the classroom, the parent/guardian of the student who is to use the resource may request in writing to the Principal that their child be exempt from using this learning resource. This written request must be made within seven days after receiving the final decision from the CEO. | 2,042 | 936 | {
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Girl Scouts of New Mexico Trails Council Patch
Girl Scouts will develop an understanding and appreciation of the history of Girl Scouts of New Mexico Trails and learn about New Mexico culture through Discover, Connect and Take Action.
To earn your Girl Scouts of New Mexico Trails Council Patch you must complete:
* Daisies & Brownies: Each activity with a * and one additional activity for each Discover, Connect, and Take action to total 5 activities.
* Juniors, Cadettes, Seniors, & Ambassadors: Each activity with a *, two additional activites for each Discover, Connect, and one or more Take Action to total 7 or more activities.
DISCOVER
* *Girl Scouts of New Mexico Trails was formed after the merging of two legacy councils. What were the names of the two legacy councils, and what year did this merger take place?
* *Learn about the two camps located in Girl Scouts of New Mexico Trails. What are they called? When did they open? How were they named? Where are they located?
* Using a map of the state of New Mexico, indicate what the Girl Scouts of New Mexico Trails boundary lines are and identify six prominent trails within its boundaries. What Council covers the rest of New Mexico?
* Most states have a state bird and/or flower. New Mexico does too, but we also have a state aircraft, cookie, gem, and tie. Look up all the "official" symbols of New Mexico.
* New Mexico's state capital of Santa Fe is in our council's jurisdiction, and it is unique because its capitol building is round. Why is it round? Are there other unique features about the building? Are there other unique features about other capitol buildings in other states?
* There are three Air Force bases in New Mexico. What are their names and what city/town are they located in? Is there a Girl Scout troop that is part of the military base? Find out from a council staff person if there is a troop and if you are not already part of that troop as a member, maybe become a pen pal with the troop.
* What colleges or universities are in New Mexico Trails' jurisdiction? Where are they located and how many students go to the school?
* Interview someone who has lived in New Mexico. Discover what their favorite things are about NM. Ask them what the state question is and what it means.
CONNECT
* Visit the Girl Scout Trail at Hyde State Park in Santa Fe. Learn about the history of the area by going into the information hut. If possible, arrange to do a Service Project.
* Learn about one of the many Native American tribes that call New Mexico home. Find a book, visit the Indian Pueblo Cultural Center in Albuquerque, or review a video about a tribe in New Mexico. Find at least two things that you learned and share it with your troop, family or friends. Take a look at the Native American Heritage Patch to learn more.
* Plan with your troop what it would take to visit one of the 35 state parks, 2 national parks, or 11 national monuments in New Mexico. What activities can be done there? Can this be a day trip or would it be an overnight trip? Is there a time of year that makes a trip to that location even more special? Vote with your troop and set a date!
* Visit a historical site in your area. Write a story, draw a picture, or make a display of what you saw.
* Visit the Girl Scout Bluebird Trail in Amole Canyon. Learn about the bluebirds in the canyon by visiting the plaque at the trail head. This trail was the result of a Girl Scout Silver Award project.
TAKE ACTION
* Attend an event or camp at Rancho del Chaparral in Jemez, NM or Camp Elliot Barker in Angel Fire, NM. Draw a poster or make a video about an activity you did or skill you learned. Share it with your troop, friends or family to inspire someone else to see one of our camps!
* Draw a picture of the New Mexico State Flag. Share with your troop, family or friends what the colors and the symbol stand for.
* Choose a local park, school playground, or church parking lot and do a clean-up project to help keep New Mexico beautiful.
* Tourism is a major industry in New Mexico, bringing millions of dollars to boost our economy. You have just been appointed the Director of Tourism for the community you live in (or are visiting) and your first assignment is to create a brochure for a well-known "hot spot" for tourists to visit. Include pictures and exciting descriptions. Share your brochure with GSNMT at bit.ly/ GSNMTPhotos | 1,864 | 977 | {
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Department of Defense Comprehensive Hearing Health Program
The Hearing Center of Excellence (HCE) leads the effort to promote the prevention of hearing loss in the military through promotion of its Comprehensive Hearing Health Program (CHHP).
* Noise is the number one risk factor faced by all service members, regardless of occupation or specialty.
* Noise-induced hearing loss (NIHL) is the invisible injury of military service.
* NIHL can disrupt communication, degrade job performance, and diminish overall quality of life.
* Many service members believe that hearing loss is an inevitable by-product of military service. However, it does not have to be that way.
In order to alleviate NIHL in the military, the CHHP includes health education, hearing protection device training and fitting, and annual hearing health surveillance.
Hearing Loss Prevention Strategies
Protective measures that help prevent noise-induced hearing loss are included in the EARS 2 U hearing loss prevention strategy:
EducatE yourself about hazardous noise (85 decibels or greater).
adjust the volume of your personal listening devices.
REcognizE and reduce noise hazards.
sElEct and properly use hearing protection devices.
sEEk annual hearing health services from an audiologist.
und ERstand the consequences of unprotected exposure to noise, and that it can cause permanent inner ear damage.
Use these strategies in order to reduce the risk of NIHL. Maintaining your hearing preserves your ability to identify and react to threats, communicate mission-critical information, and to achieve your mission safely and effectively.
It's a noisy world. Protect your hearing.
We Live in a Noisy World
We work around loud machinery and in noisy environments. We often enjoy noisy hobbies, such as hunting and attending sporting events and concerts.
Noise-Induced Hearing Loss
Hearing is a Critical Sense
Without the use of properly fitted hearing protection, noise becomes most hazardous to your hearing when it is at 85 decibels (dB) for more than eight hours. Higher levels of noise become hazardous with much shorter exposure times. For example, your hearing can be damaged within 15 minutes if you are exposed to noise levels of 100 decibels like that of a motorcycle or snow mobile.
Noise-induced hearing loss (NIHL) is invisible, painless, progressive, and permanent. NIHL is one of the most common occupational injuries in the military. It can occur gradually over time or it can result from a single exposure to loud noise. NIHL is painless and there are no external visible changes.
You probably will not be aware of NIHL until it interferes with your ability to communicate. Initially, you may notice communication difficulties in noisy environments, such as in combat or near vehicles, aircraft, weapons fire, or industrial operations. Gradually, it becomes more difficult to hear and communicate. This can adversely affect your mission's success.
Warning Signs and Symptoms
Warning signs of NIHL due to hazardous noise include:
* You hear buzzing or ringing in your ears, known as tinnitus
* You have a feeling of fullness in your ears after leaving a noisy area, such as a concert venue
* You can hear people talking, but have difficulty understanding what they are saying
Imagine how difficult — and dangerous — life could be without the critical sense of hearing. Crucial information from sound is available from all directions, through darkness, during sleep, and around obstacles. Whether you serve on the ground, at sea, or in the air, your ability to hear is vital to individual and unit performance, and to overall mission success.
COMMUN IC AT IO N
Hearing is crucial to speech perception and production.
S I TU AT I O NAL A WAR E N E S S
Hearing allows you to judge your orientation to and distance from events happening around you. It allows you to localize new and unfamiliar sounds.
J OB PE R F OR M A N C E
You learn and receive critical information through verbal instructions, communicating with team members, and reporting. You must work with and listen to others in person and by phone, radio, and Internet voice conferencing.
SA F E T Y
On and off the field of combat, you are alert to the sounds of danger, such as gunfire, approaching vehicles, aircraft, sirens, and hazardous weather. Through your hearing, you can identify and locate fellow warfighters in distress.
QUALITYOFLIFE
Your ability to hear enables you to fully appreciate and engage in family life, team sports, nature, and music. | 1,913 | 916 | {
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Eighth Grade Hope, Endurance, and Justice
Students will consider The Anne Frank Tree installation and examine four historical episodes – the Holocaust, the Indian Removal Act of 1830, the internment of Japanese Americans during World War II, and the Little Rock Central High School desegregation crisis of 1957 – which serve as poignant and painful reminders of the complicated journey toward social justice in Arkansas and around the world. Following the guided lesson, students will participate in a moderated discussion of topical issues of the day, reflecting on the themes of hope, endurance, and justice.
** The items in bold within each framework standard are areas that will be emphasized during the presentation, other areas listed may possibly be addressed.
Social Studies Frameworks
Era 6: Development of the Industrial United States 1870-1900
1.Students will analyze the development of the industrial United States and the economic and cultural transformation that led to modern America.
* Era126.96.36.199 Analyze economic, geographic, and technological growth associated with the Second Industrial Revolution and its impact on American society
* Era188.8.131.52 Examine the effects of immigration after 1870 (e.g., social patterns, national unity, cultural diversity, conflicts)
* Era184.108.40.206 Analyze the historical significance of individuals, groups, and events
* Era220.127.116.11 Examine government policies and laws that addressed the escalating labor conflicts and the rise of labor unions using primary and secondary sources
English Language Arts Frameworks
Comprehension and Collaboration
* SL.8.1 Engage effectively in a range of collaborative discussions with diverse partners on Grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
* SL.8.1.A Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
* SL.8.1.B Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
* SL.8.1.C Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.
* SL.8.1.D Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
* SL.8.2 Analyze the purpose of information that is gained by means other than reading (e.g., texts read aloud; oral presentations of charts, graphs, diagrams; speeches) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
Language Standards
* L.8.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking as appropriate for Grade 8.
For more information, please visit our website!
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Facebook @WJCLibrary | 1,454 | 641 | {
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13 th Annual Harvard-MIT Mathematics Tournament
Saturday 20 February 2010
Geometry Subject Test
1. [3] Below is pictured a regular seven-pointed star. Find the measure of angle a in radians.
2. [3] A rectangular piece of paper is folded along its diagonal (as depicted below) to form a non-convex pentagon that has an area of 7 10 of the area of the original rectangle. Find the ratio of the longer side of the rectangle to the shorter side of the rectangle.
3. [4] For 0 ≤ y ≤ 2, let Dy be the half-disk of diameter 2 with one vertex at (0, y), the other vertex on the positive x-axis, and the curved boundary further from the origin than the straight boundary. Find the area of the union of Dy for all 0 ≤ y ≤ 2.
4. [4] Let ABCD be an isosceles trapezoid such that AB = 10, BC = 15, CD = 28, and DA = 15. There is a point E such that △AED and △AEB have the same area and such that EC is minimal. Find EC.
5. [4] A sphere is the set of points at a fixed positive distance r from its center. Let S be a set of 2010dimensional spheres. Suppose that the number of points lying on every element of S is a finite number n. Find the maximum possible value of n.
6. [5] Three unit circles ω1, ω2, and ω3 in the plane have the property that each circle passes through the centers of the other two. A square S surrounds the three circles in such a way that each of its four sides is tangent to at least one of ω1, ω2 and ω3. Find the side length of the square S.
7. [6] You are standing in an infinitely long hallway with sides given by the lines x = 0 and x = 6. You start at (3, 0) and want to get to (3, 6). Furthermore, at each instant you want your distance to (3, 6) to either decrease or stay the same. What is the area of the set of points that you could pass through on your journey from (3, 0) to (3, 6)?
8. [6] Let O be the point (0, 0). Let A, B, C be three points in the plane such that AO = 15, BO = 15, and CO = 7, and such that the area of triangle ABC is maximal. What is the length of the shortest side of ABC?
9. [7] Let ABCD be a quadrilateral with an inscribed circle centered at I. Let CI intersect AB at E. If ∠ IDE = 35 ◦ , ∠ ABC = 70 ◦ , and ∠ BCD = 60 ◦ , then what are all possible measures of ∠ CDA?
10. [8] Circles ω1 and ω2 intersect at points A and B. Segment PQ is tangent to ω1 at P and to ω2 at Q, and A is closer to PQ than B. Point X is on ω1 such that PX ∥ QB, and point Y is on ω2 such that QY ∥ PB. Given that ∠ APQ = 30 ◦ and ∠ PQA = 15 ◦ , find the ratio AX/AY . | 1,176 | 743 | {
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Creative Arts Specialist
Curriculum plan 2020-21
1. Curriculum Principles
The curriculum for creative arts has been developed as a vehicle to experience and enjoy the arts from a learner's developmental starting point while additionally consolidating skills. A thematic approach has been used which is cohesive with other subject areas to ensure learning does not happen in isolation and can be generalised across contexts. While focussing on specific art forms it will also have the facility for learners to build on other key skills such as gross and fine motor skills, communication, cognition whilst also developing mindfulness and wellbeing.
Our units have been designed to make the best use of everyday activities, spaces and resources to develop irresistible learning opportunities that develop engagement and consolidate known skills while learning new concepts. Our units will offer sequenced learning activities that coincide with learning from other subject areas ensuring learning is systematic, sequential and cohesive across an ambitious curriculum.
2. Subject structure overview
Creative Arts are structured to cover four developmental starting points: Early Development (ED/PMLD), Early Development (CLDD), Building Understanding (BU) and Applying Learning (AL).
The content is split across six themes, with each theme broken into three curriculum areas: Music (Creating and Responding to), Performance (Drama and Dance) and Art (Sculpture and Materials).
3. Suggested sequence
Schools and families should work together to determine the best sequence for each pupil. Content in each theme will comprise three Creative Arts areas with three distinct entry points to account for prior learning. There is no optimum time to spend on each unit as some pupils will benefit from repeating and rehearsing content several times.
PFA: All Creative Art sessions have a strong focus supporting students to become more independent, to make choices and to connect with activities that may play a role in their future. Each session will include a section in which the learner is encouraged to get themselves ready and also prepare the space and get any equipment required ready (cross curricular link to the excellent Independent Living sessions).
PFA: All Creative Art sessions have a strong focus supporting students to become more independent, to make choices and to connect with activities that may play a role in their future. Each session will include a section in which the learner is encouraged to get themselves ready and also prepare the space and get any equipment required ready (cross curricular link to the excellent Independent Living sessions).
All Creative Art sessions have a strong focus supporting students to become more independent, to make choices and to connect with activities that may play a role in their future. Each session will include a section in which the learner is encouraged to get themselves ready and also prepare the space and get any equipment required ready (cross curricular link to the excellent Independent Living sessions).
All Creative Art sessions have a strong focus supporting students to become more independent, to make choices and to connect with activities that may play a role in their future. Each session will include a section in which the learner is encouraged to get themselves ready and also prepare the space and get any equipment required ready (cross curricular link to the excellent Independent Living sessions).
PFA: All Creative Art sessions have a strong focus supporting students to become more independent, to make choices and to connect with activities that may play a role in their future. Each session will include a section in which the learner is encouraged to get themselves ready and also prepare the space and get any equipment required ready (cross curricular link to the excellent Independent Living sessions).
PFA: All Creative Art sessions have a strong focus supporting students to become more independent, to make choices and to connect with activities that may play a role in their future. Each session will include a section in which the learner is encouraged to get themselves ready and also prepare the space and get any equipment required ready (cross curricular link to the excellent Independent Living sessions). | 1,707 | 771 | {
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ARE YOU OKAY? YOUNG PEOPLE AND MENTAL HEALTH
Mental health can be described as how a person is feeling, coping and getting along with their life. Everyone goes through good and bad times in their lives and it's important to look after your mental health at all times.
Things to watch out for
Sometimes it's hard to explain how you are feeling to your parents or your community, especially if they don't understand mental health very well. Some communities may find it shameful or embarrassing to talk about mental health. There is nothing shameful about talking about how you feel or finding help.
Missing family and friends in your home country, fighting with family, breaking up with a girlfriend/ boyfriend, problems at school or anything else may make you feel bad. If you have been having a hard time feeling okay, or something bad has happened recently it's important to know how to cope or find someone to talk to.
These signs might mean you are not feeling okay or not coping:
Feeling angry or becoming irritated easily
Having problems sleeping and feeling tired all the time
Feeling anxious or worried all the time
Using alcohol or drugs to help you feel better
Eating too much or too little
Feeling
dizzy or
fainting
Getting headaches or stomach aches all the time
Having trouble concentrating
Feeling that life is not worth living
LOOK AFTER YOURSELF
There are lots of things you can do to look after yourself and feel better:
z
SLEEP. YOU NEED AT LEAST 8 HOURS OF REST EVERY NIGHT
EAT WELL AND DRINK LOTS OF WATER
HAVE A SUPPORT NETWORK, FRIENDS AND FAMILY WHO BELIEVE IN YOU AND WHO SUPPORT YOU
TALK TO FRIENDS OR FAMILY
HAVE FUN. TAKE SOME TIME TO DO THINGS YOU ENJOY
LEARN HOW TO MANAGE YOUR TIME. ASK TEACHERS, YOUTH WORKERS OR OTHER TRUSTED ADULTS ABOUT WAYS TO MANAGE YOUR TIME AND YOUR RESPONSIBILITIES
GET SUPPORT
There are lots of services that are here to help you feel better:
Kids Helpline (for young people aged 5 – 25) (24 hours a day, 7 days a week)
Youth Beyond Blue
1800 55 1800 www.kidshelp.com.au/ Web counselling service available
1300 22 46 36 (24 hours a day, 7 days a week)
Lifeline
www.youthbeyondblue.com/
Headspace 1800 650 890
www.headspace.org.au/
13 11 14 (24 hours a day, 7 days a week) www.lifeline.org.au/ | 1,179 | 558 | {
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A GUIDE FOR PLAYERS
OVERCOMING DEPRESSION
Content developed and reviewed by Lisa Corbin, PhD, LPC, NCC and Jessica Glass Kendorski, PhD, NCSP, BCBA-D, faculty at the School of Professional and Applied Psychology at Philadelphia College of Osteopathic Medicine (PCOM).
YOU ARE NOT ALONE
SYMPTOMS OF DEPRESSION CAN INCLUDE:
Depression occurs more frequently than you think, with close to 15 percent of teens reporting one depressive episode, but depression is treatable. It's important to seek a doctor or healthcare professional when depressive symptoms are persistent (lasting longer than 2 weeks), intense, or begin to impact your daily functioning. If you have concerns regarding your own safety, call 911 or The Suicide Hotline: 988 (Spanish Language Hotline: 1888-628-9454).
Depression is a mental health problem that causes an intense or constant feeling of sadness or loss of interest in activities. Many stressors can influence depressive symptoms and cause depression for individuals your age:
Academic Stress
Peer Pressure
Relationship Problems
Parental Separation
Financial Problems
Physical/Emotional Neglect
ARE YOU EXPERIENCING THE FOLLOWING:
If you experience 4 or more of these symptoms for at least two weeks, talk to your family or a mental health professional.
Feelings of sadness, anxiety, irritability, fear, hopelessness or that things will never get better?
Physical symptoms such as a change in appetite, excessive or not enough sleep, poor memory, inability to concentrate, or increased use of alcohol or drugs?
Loss of interest or lack of motivation that result in poor academic performance, skipping class, and social withdrawal?
Thoughts, comments or threatening death, dying or suicide?*
*Seek immediate help if you are experiencing thoughts of hurting or killing yourself.
Feelings of sadness and hopelessness
Displaying an irritable or annoyed mood
Loss of interest in activities
Conflict with others
Low self-esteem
Fixations or extreme sensitivity to past failures
Trouble concentrating
Thoughts of death or dying, or having a suicide plan or attempt Irregular sleep
Poor hygiene
Angry outburst or risky behavior changes in appetite.
TIPS TO MANAGE DEPRESSION
Intentionally move your body- sometimes it is helpful to just get outside and out of your head.
Talk to a mental health professional.
Practice good nutrition
Get the appropriate amount of sleep- and without your phone in the same room.
Create a thought journal- becoming mindful of your emotional states and writing down the thoughts associated helps to identify and detach from
them.
Set appropriate goals for yourself- it's ok to take your time and to take little steps at a time that feel comfortable for you while working toward your goal. Engage in positive and joyful activities
Stay connected with friends
Give yourself some grace, we all experience negative emotions and working through them, acknowledging them and engaging in coping strategies can go a long way.
RESOURCES
Understanding Depression
Suicide Prevention
MayoClinic.org
Developed by
Presented by
Powered by
This information should not be used for diagnosing or treating a health problem or disease; anyone seeking personal medical advice should consult with a licensed professional.
© PCOM 2023 | 1,542 | 670 | {
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Unit: 5. MOTION AND FORCES
VOCABULARY
acceleration the rate at which an object changes its velocity
acceleration due to gravity (g) the acceleration experienced by masses in a gravitational field, the value of which varies with the strength of that field
centripetal acceleration an acceleration which is directed towards the center of a
curved path which causes an object to follow the curved path centripetal force
force required to make an object move in a circular path coefficient of friction the ratio of the force necessary to move an object (or keep it moving)
and the normal force derived unit
unit of measurement obtained by combining metric units diagonal
a straight line from corner to corner in a parallelogram directly proportional a description applied to the relationship between variables: when one
variable increases, the other also increases displacement
distance drag
friction force
gravity the straight-line distance between two points; a measurement of the
net change in position the length along a path between two points
friction between a solid and a liquid or gas a force that resists motion
an effect that changes the motion (velocity or direction) of an object with mass
the force that objects exert on each other because of their mass inertia
the property of matter that resists change in velocity inversely proportional a description applied to the relationship between variables: when
one variable increases, the other decreases law of conservation of momentum
the principle which states that the total momentum of
a system is constant
line of best fit
a line that best represents the trend of the data
momentum
the mass of an object multiplied by its velocity
newton
the unit of force in the metric system
normal force
the force that presses two surfaces together and is directed
perpendicular to the contact surface; on a level surface its magnitude
is equal to the force of the object's weight but in the opposite
direction
Pythagorean theorem In any right triangle, the square of the hypotenuse is equal to the sum of the squares of the sides.
relative motion
the continuous change of position of a body with respect to a second body or reference point
resultant
the net magnitude and direction of two or more combined vectors
rolling friction
force that opposes a rolling object
scalar
a quantity that has magnitude only
sliding or kinetic friction
force that opposes a sliding object
slope
the change in theyvariable compared to the change in thexvariable
between two points on a graph
speed
measure of the rate at which an object changes position
starting or static friction
force that opposes the start of motion
variable
a quantity that changes during an experiment
vector
a measurement that has both magnitude (a numerical value) and
direction
velocity
rate and direction at which an object moves
weight a force that develops when a mass is accelerated by gravity; stated
as Fw = mg | 1,316 | 597 | {
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Under Utilazation of Statistical Concepts by Students: Strategy Deficiency and Missed Targets
Indira Chacko Africa University P.O. Box 1320 Mutare, Zimbabwe email@example.com
1. Background & rationale
During a discussion with final year secondary school students, their ignorance about use of statistical concepts was revealed which made it necessary to obtain empirical evidence, which led to this study.
Use of real world problems relevant to the learners, in the teaching of Statistics and Mathematics at various levels of education is nothing new (Chadipadelis, 1998; Verschaffel, 1997). All the same, it is worth noting that in most cases, these approaches are used in developed parts of the world where computers, statistical packages and other resources are readily available. In developing countries, often teachers need upgrading in terms of content and pedagogy and even basic resources like textbooks are hard to come by. Where this study is conducted, at the secondary school level, Statistics forms a small part of the mathematics curriculum, which is taught by teachers who are ill prepared and teaching is done using transmission model which makes learning uninteresting (Chacko, 1999).
2. Procedure
i. Sample
The sample is from the final year of secondary school made up of 78 Science (S) and 47 Arts (A) students. The modal age of the sample is 16 with in the range of 14 to 17 years.
ii. Instrument and data collection
A test in Statistics containing 16 items on content and one on attitude was used to gather data. Of the sixteen items, four were on procedural problems like computation of measures of central tendency, six on application with one correct answer, three on application with more than one or no answer and three on evaluation. After trial testing and modification, the test was administered to the 125 as a single group.
iii. Results
Students' performance and attitudes are analyzed using frequencies and percentages, which is presented in tables 1 and 2.
Table 1. Percentage correct responses in procedural (P) and application (A) items
%
43
21
17
47
53
43
36
53
49
32
Regular procedural and application items that did not involve the use of calculators are mostly answered well, especially by science students. For instance, item 3 was to compute mean and most did not have calculators hence the response is poor but most of the other items have higher percentage of correct responses.
Table 2. Percentage correct responses in evaluative (E) and other items
The general trend shows the inability of the students to apply the concepts learned in novel situations. Item 5 had two possible answers, but as students are used to one correct answer for every problem, they were unable to answer correctly.
In item 8 they were asked to identify the diagram that will display the given data best and item 9 asked to give the reason for selecting the particular diagram, which majority failed to do. Attitude wise, almost 50% of the group are positively inclined.
Although there are constraints, teachers should make use of the data from the class as well as from other sources like the media, which would make learning relevant, interesting and meaningful. All this call for inservice training of teachers which is one of the ways to upgrade their content knowledge and pedagogy.
REFERENCES
Chacko,I (1999) Teacher domination and student retardation. Proceedings of International Conference on Math Education into the 21s t Century, 1:111-119, Cairo
Chadiapadelis,T (1998) Teaching Statistics by research: The organization of a survey. Proceedings of the 5 th ICOTS, 1: 77-81, Singapore
Verschaffel, L; De Corte, E & Borghart, I. (1997) Preservice teachers conceptions and beliefs about the role of real world knowledge in mathematical modeling of school world problems.
Learning & Instruction
, 7:4, 339-359
RESUME
Le but de cette recherche a été de recueillir des preuves empiriques de la capacité des écoliers de l'école secondaire à appliquer les concepts de la statistique dans des situations réelles de la vie. Les données ont montré qu'ils sont capables de résoudre des problèmes routiniers en classe mais l'application de ces concepts dans le monde réel pose des difficultés. Le manque de stratégie est identifié comme une des causes de ce problème et cela nécessite d'organiser des stages pédagogiques des professeurs pour améliorer leur connaissance et leur savoir-faire pédagogique. | 2,007 | 980 | {
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Short Talk (SHT136a)
Who does God want to encourage through you?
© Jane Hulme 2019
SHORT TALK: "Who does God want to encourage through you?"
Aim of Short talk:
To challenge people to listen to God's voice and then act upon it so that God can use them to encourage others.
Use of Short talk:
This is a short All Age talk picking out one issue from the Lectionary Gospel reading of the Sunday main service. The talk stands alone and assumes that the Gospel Bible reading may not yet have been read to the congregation. It could be used for example, for the whole congregation before the children go out to their age specific groups, leaving the adults with a full sermon later.
Main themes:
Encouragement, Listening
Biblical references:
Luke 2:22-40
Lectionary:
Year C 2021 – The Fourth Sunday of Epiphany
……………………………………………………………………………………………………
I need 3 people to come and help me today; both adults and children. (Receive your 3 volunteers and stand them in a line facing the congregation)
As you look in front of you, I wonder what you see.
* Let's find out.
(Ask each of your 3 volunteers in turn) What do you see…..can you name one thing?
* Thank you very much for sharing with us what you have seen. (Send the volunteers back)
* It is interesting isn't it that we can all look at the same scene and see different things?
Now when we look at people, normally what we see is what is on the outside of them;
* the clothes that they are wearing,
* the colour of their hair and so on.
What is going on inside each person is much harder to spot.
* Only Father God can really see that.
He can see that there are some people here today who are having a tough time at school, college, work or at home.
* He can see that there are people here who are lonely or sad or who are struggling to believe.
Now Father God knows that during the tough times of life we all need to hear a word of encouragement to help us keep going.
* What is amazing is that He often chooses ordinary people like you and me to speak His words of encouragement to the people who need to hear it.
Over 2000 years ago a young couple needing encouragement went to the temple in Jerusalem.
* Their names were Mary and Joseph and 40 days earlier Mary had given birth to baby Jesus.
Now God had given Mary and Joseph the incredible job of bringing up the Messiah.
* And so, doing their best to keep God's law, Mary and Joseph went to the Temple to present Jesus, as the law required.
Father God knew what lay ahead for Mary and Joseph.
* He knew they were going to have some tough times including shortly being refugees in Egypt, and so He wanted to encourage them.
When Mary and Joseph arrived in the temple courts there would have been many people there.
* I wonder how many people saw them;
* a young couple carrying a baby.
But two older people, who listened to God's voice speaking through the Holy Spirit, saw Mary and Joseph through God's eyes and went to speak to them.
* Their names were Simeon and Anna.
Simeon spoke words of encouragement to Mary and Joseph.
* As he held baby Jesus he praised God saying: "my eyes have seen your salvation" (Luke 2:30)
* In other words Simeon was saying that God had shown Him that Jesus was the promised Saviour, as the angels had told the shepherds.
Anna also encouraged Mary and Joseph by speaking about Jesus as The One who would bring freedom to Israel.
I am sure that when Mary and Joseph left the temple they were really strengthened by these words, so that they could face the trials ahead as they parented Jesus.
Father God sees those of us today who need to hear a word of encouragement, and as I said earlier He often chooses you and me to be His mouthpiece and speak His words.
* The question is: "Are we listening to Father God so that we can see what He sees?"
* Are we listening to the little prompt that comes into our head to go and speak to somebody?
At the end of the service today why don't we take a moment to be silent and to ask Father God to show us somebody whom we could encourage?
* If a name comes to us, let's be willing to go and have a chat with that person after the service.
* You never know, your words may be just the encouragement that Father God wants to give them. | 1,574 | 950 | {
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October 2004
Agdex 485/655-1
Flatworm Cysts in Fish: the North American Liver Fluke
W hen well cooked, most fish are safe to eat. However, there are risks associated with eating raw or lightly cooked fish, and the consumer should be aware of them.
Human infections by parasitic worms in edible fishes in Canada are rare. However, the following article describes a parasitic flatworm, the North American liver fluke Metorchis conjunctus, that has been a serious problem in sled dogs in Northern regions and is now emerging as a potential health risk to humans.
The adult fluke produces eggs that pass down the common bile duct to the intestine and are excreted in the feces. Eggs entering fresh water and eaten by an aquatic snail, Amnicola limosa, hatch and release a larva that burrows through the snail's intestine to the liver to continue its development. New larvae, called cercariae, are produced. These larvae leave the snail and swim freely in the water.
Life cycle of Metorchis conjunctus
When cercariae contact a suitable fish host, they penetrate its skin and encyst in the muscle. The encysted larva is now called a metacercaria. When infected fish are eaten, the metacercaria excysts, and the young worms migrate up the bile duct to the liver where they develop and begin passing eggs in approximately 28 days (Figure 1).
Metorchis conjunctus is a parasitic flatworm, commonly called a fluke, that lives in the bile ducts or gall bladder of fish-eating mammals.
Figure 1. Life cycle of Metorchis conjunctus
What kind of fish-eating animals are infected?
Metorchis conjunctus infects a wide range of fish-eating mammals including bears, wolves, foxes, coyotes, raccoons, muskrats, mink, fisher, dogs and cats, and occasionally, man.
This parasite has also caused mortality in sled dogs in northern Canada.
Can all fish be infected with Metorchis?
Metorchis occurs most often in the white sucker, but it has been reported occasionally in other fresh-water fish including yellow perch, northern pike and brook char.
How can I kill the worm in fish?
The encysted stage of the flatworm can survive freezing in the muscle of fish. Fish should be cooked thoroughly before it is fed to dogs or used as food for people.
Clinical signs in people
There may be no symptoms when only a few worms are present. In heavier infections, abdominal pain, nausea, anorexia, fever, fatigue, muscle aches and pains may occur.
Metorchis conjunctus was responsible for a recent outbreak of illness in people who ate raw fish prepared from freshlycaught white sucker.
Clinical signs in pets
Metorchis conjunctus has caused mortality in sled dogs in central Canada. The cause of death was a result of damage to the liver associated with the activity of the fluke.
Sled dogs often become infected when fed frozen suckers as a main food item. Young dogs can die as a result of infection.
Prepared by:
Murray Kennedy, Ph.D. Food Safety Division | 1,242 | 670 | {
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Foxglove Class – Term 3
Merry Christmas. Next term we welcome Mrs Grainger to Foxglove Class.
In English, we will use the magical book Wisp by Zana Fraillon to inspire our writing, creating an alternative chapter and writing recounts to inform. We will continue to join our handwriting with Year 5 now all using pens. Our spelling lessons will be year-specific in the afternoons.
Maths sees our second Multiplication and Division topic so please encourage ALL your children to be on TT Rockstars each evening and please support them with their tables learning at home. All this times tables work will then stand us in good stead for Fractions later in the term.
In Science, Year 4 will learn about Forces: magnetism, states of matter and the water cycle. Year 5 will look at Evolution and Inheritance (not the Forces they did last term!) including animal adaptations, classification of living things and fossils!
Both year groups will consider Dream and Goal in PSHE, using computing to Create Media and enjoy Singing Games in their music lessons. We will all have DT this term: Year 4 will look at bridge construction and Year 5 mechanics.
In Geography, our Extreme Earth topic will focus on earthquakes and volcanoes for Y4 whilst Year 5 are In the Zone – looking at biomes and climate zones.
French for Year 4 will cover classroom vocabulary whilst Year 5 will learn different shops, position and direction in Spanish.
Our PE days are Tuesday and Thursday for Year 4, Gymnastics and Basketball and Tuesday and for Year 5, Netball and Gymnastics. The PE kits is part of school uniform; please ensure your child has indoor and outdoor PE kit for every lesson. Please, please also label every item!
Homework
Maths: Children are required to complete their Doodle Maths homework (Staying in the green zone, achieved by collecting their weekly target stars). They are also expected to complete their TT Rockstars session (15 mins per week) OR Doodle Tables (Target stars).
Reading: Children are required to read with an adult 4 times a week at home and this should be recorded in their planner. This is checked on Mondays.
Spellings: Children are required to complete their weekly spellings – 3 different ways, including 1 of these being the words written in context. This is checked on Mondays. Homework is monitored and children will be required to complete in school as necessary.
If you have any queries or concerns, please find Ms Gentle or Mrs Grainger on the playground or email us on firstname.lastname@example.org. | 1,044 | 548 | {
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